Abstract
One of the most important components in teaching-learning activities is textbooks. The author of the textbook must tailor it to the cognitive development of children at a given age. Semiotics is one of the factors that can be examined in a textbook since the illustration of semiotics is a particular feature that substantially influences children's visual perception. The purpose of this research is to examine Semiotics in Elementary School English textbooks. This study applied qualitative research in terms of library research to collect the data from the students' English textbooks in the second-grade Elementary school. Semiotic analysis based on Pierce's semiotic theory, namely representamen (signifier), object (referent), and interpretant, was used to analyze the data (signified). Because the activities contain symbols, pictures, and signs that are extremely engaging for the second-grade students of Elementary school at SDIT Al-Hijrah 2, this study concluded that this book is very suited for learning for the second-grade students of Elementary school at SDIT Al-Hijrah 2. The researchers looked at the most important images relevant to the theme of the activities. In addition, the exercise imagery and meaning are linked to one another.
Highlights
English as a Second Language (ESL) Instructors are aware that language textbooks have a considerable impact on students' perceptions of foreign cultures who do not normally encounter English in their daily lives (Rashidi & Meihami, 2016)
The goal of this study was to see how semiotics were represented in English textbooks for Grade II students in primary school
After collecting and evaluating data on semiotics analysis in primary school students' English textbooks, it can be determined that semiotics analysis based on Pierce's theory may be interpreted in second-grade students' English textbooks
Summary
English as a Second Language (ESL) Instructors are aware that language textbooks have a considerable impact on students' perceptions of foreign cultures who do not normally encounter English in their daily lives (Rashidi & Meihami, 2016). Language's principal function is as a means of communication (Malyuga & Orlova, 2017). One aspect of language meaning is linked to word choices and how they are communicated. Many experts have claimed in the past that a language is a tool for interacting or communicating and that it may be used to express thoughts, ideas, concepts, or even emotions. Language has a long history as a means for conveying ideas. When are you going to do it, and why are you going to do it?" As a result, language functions such as speakers, listeners, subjects, codes, and discourse can be viewed from a sociolinguistic perspective from a variety of angles (Kleyn & Garcia, 2019) Because language is fundamentally about communication, a sociolinguistic theory is more limited "Who is it that is speaking? What is the language? To whom are you writing? When are you going to do it, and why are you going to do it?" As a result, language functions such as speakers, listeners, subjects, codes, and discourse can be viewed from a sociolinguistic perspective from a variety of angles (Kleyn & Garcia, 2019)
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