CONSTRUCTING MEANING THROUGH MULTIMODAL SEMIOTICS: AN ANALYSIS OF MS. RACHEL’S VIDEO BABY LEARNING WITH MS. RACHEL - FIRST WORDS, SONGS AND NURSERY RHYMES FOR BABIES – TODDLER VIDEOS
DOI:
https://doi.org/10.61722/jmia.v3i3.10048Keywords:
semiotika multimodal, analisis interaksi multimodal, pembelajaran bahasa anak usia dini, media pembelajaran digital, kemampuan semiotikAbstract
Studi deskriptif kualitatif ini mengeksplorasi bagaimana makna dibangun melalui semiotika multimodal dalam video YouTube Ms. Rachel 'Baby Learning – First Words, Songs and Nursery Rhymes for Babies – Toddler Videos.' Berdasarkan kerangka semiotika multimodal Kress dan van Leeuwen (2001, 2006) dan didukung oleh analisis interaksi multimodal Norris (2019), studi ini menganalisis tiga segmen video terpilih untuk memeriksa bagaimana mode visual, verbal, gestural, dan audio-musik berinteraksi untuk mendukung pemerolehan bahasa awal. Analisis momen pedagogis kunci mengungkapkan lima strategi multimodal dominan: redundansi multimodal, sinkronisasi temporal, komplementaritas fungsional, kompleksitas modal progresif, dan distribusi modal kompensasi. Temuan menunjukkan bahwa makna dibangun bukan hanya melalui kehadiran banyak mode, tetapi melalui koordinasi temporal strategis dan spesialisasi fungsionalnya. Elemen visual memberikan representasi konkret, elemen verbal memfasilitasi perkembangan fonologis, elemen gestural memperkuat makna melalui tindakan ikonik, dan elemen audio-musik menyusun alur pembelajaran dan keterlibatan emosional. Studi ini memberikan kontribusi secara teoritis dengan menyoroti pentingnya sinkronisasi temporal dalam pembuatan makna multimodal dan secara praktis dengan memberikan panduan berbasis bukti bagi pendidik dan pengembang konten yang merancang media pembelajaran anak usia dini. Hasil menunjukkan bahwa pembelajaran multimodal yang efektif membutuhkan pengaturan sumber daya semiotik yang cermat sepanjang waktu, bukan hanya penyertaan simultan.
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