The main purpose of this research is to know the effect of the type of book (i.e, story book with text and book without words) about the production of spontaneous language of child and teacher language and instructional support. The results show that using a wordless picture book during reading together affects the number of children, positive lexical words and diversity. This is consistent with research showing that a wordless picture book not only encourages adults but also children in active engagement that promote higher levels of story verbalization. To their knowledge, this is the first study to directly compare the effects of the wordless textbooks and books with texts on instructional support and spontaneous language of children. Using a wordless picture book results in a higher level of quality in teacher interaction and spontaneous production of children when compared to its text counterparts.
On the other hand, when narrative books combine text and illustrations, readers tend to focus on textual reading rather than promoting extra-textual interaction. It is possible that teachers invite children to speak more during the wordless picture book because they have different expectations about children's participation. While reading a picture book without a word, the teachers engage in longer conversations with the children and clearly show an interest in the children's conversation. Taking turns is very much present in this condition, and teachers usually follow up on children's comments by repeating and expanding it.
Annisa Masnasuri Kesai
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