| dc.contributor.author | SURYANTO, SURYANTO | |
| dc.date.accessioned | 2016-09-27T15:48:38Z | |
| dc.date.available | 2016-09-27T15:48:38Z | |
| dc.date.issued | 2014-12 | |
| dc.identifier.citation | APA | en_US |
| dc.identifier.issn | 1411-2388 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/3078 | |
| dc.description.abstract | Visually literate persons are able to understand, to create and to use images as a means of expression
and communication. Understanding the elements, the meanings, and the natures of visual images may lead
visually literate persons to be able to use the images for the purpose of teaching English. Integrating the visual images in the steps of teaching learning process may create better learning atmosphere that trigger the students' higher achievement. This paper is aimed to elaborate the nature of visual literacy and the integration of visual literacy component in teaching English | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | MLI Cabang UNSRI, TEFLIN Wilayah Sumbagsel | en_US |
| dc.subject | Visual literacy, English language teaching, meaning of images, elements of images, steps of teaching learning process | en_US |
| dc.title | HOW CAN VISUAL LITERACY SUPPORT ENGLISH LANGUAGE TEACHING? | en_US |
| dc.type | Article | en_US |
