TEDxManhattanBeach
Gene Luen Yang: Comics belong in the classroom
Gene Yang: Komik pantas berada di ruang kelas
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Komik dan novel grafis pantas berada di antara perlengkapan setiap guru, ujar kartunis dan pendidik Gene Luen Yang. Disampaikan dengan berlatar gambar yang lucu dan warna-warni hasil karyanya sendiri, Yang menjelajahi sejarah komik dalam pendidikan Amerika -- dan mengungkap beberapa wawasan yang tidak terduga mengenai potensi komik dalam membantu anak belajar.
Gene Luen Yang - Cartoonist, educator
Gene Luen Yang writes, and sometimes draws, comic books and graphic novels. Full bio
Gene Luen Yang writes, and sometimes draws, comic books and graphic novels. Full bio
Double-click the English transcript below to play the video.
00:14
When I was in the fifth grade,
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Saat kelas lima,
00:16
I bought an issue
of "DC Comics Presents #57"
of "DC Comics Presents #57"
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saya membeli DC Comics Presents jilid 57
00:20
off of a spinner rack
at my local bookstore,
at my local bookstore,
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dari rak majalah
di toko buku daerah saya,
di toko buku daerah saya,
00:23
and that comic book changed my life.
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dan komik itu mengubah hidup saya.
00:27
The combination of words and pictures
did something inside my head
did something inside my head
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Kombinasi kata dan gambar menyebabkan
sesuatu terjadi di kepala saya
sesuatu terjadi di kepala saya
00:30
that had never been done before,
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untuk pertama kalinya,
00:32
and I immediately fell in love
with the medium of comics.
with the medium of comics.
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dan saya langsung jatuh hati pada komik.
00:35
I became a voracious comic book reader,
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Saya menjadi pembaca
komik yang serakah,
komik yang serakah,
00:39
but I never brought them to school.
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tapi tak pernah bawa komik ke sekolah.
00:40
Instinctively, I knew that comic books
didn't belong in the classroom.
didn't belong in the classroom.
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Saya menyadari bahwa komik
tidak seharusnya ada di ruang kelas.
tidak seharusnya ada di ruang kelas.
00:46
My parents definitely were not fans,
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Orang tua saya bukan penggemar komik,
00:49
and I was certain that my teachers
wouldn't be either.
wouldn't be either.
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dan saya yakin guru-guru saya pun begitu.
00:52
After all, they never used them to teach,
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Komik tidak pernah digunakan
untuk mengajar,
untuk mengajar,
00:54
comic books and graphic novels were never
allowed during silent sustained reading,
allowed during silent sustained reading,
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komik dan novel grafis tidak pernah
digunakan untuk kegiatan membaca,
digunakan untuk kegiatan membaca,
00:58
and they were never sold
at our annual book fair.
at our annual book fair.
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dan tidak pernah dijual di pameran
buku tahunan di tempat kami.
buku tahunan di tempat kami.
01:01
Even so, I kept reading comics,
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Meski begitu, saya tetap membaca komik,
01:04
and I even started making them.
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dan bahkan mulai membuat komik.
01:06
Eventually I became
a published cartoonist,
a published cartoonist,
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Akhirnya saya menjadi kartunis,
01:09
writing and drawing
comic books for a living.
comic books for a living.
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menulis dan menggambar komik
sebagai mata pencaharian.
sebagai mata pencaharian.
01:12
I also became a high school teacher.
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Saya juga menjadi guru
di Sekolah Menengah Atas.
di Sekolah Menengah Atas.
01:14
This is where I taught:
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Saya mengajar di:
01:16
Bishop O'Dowd High School
in Oakland, California.
in Oakland, California.
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SMA Bishop O'Dowd di Oakland, California.
01:19
I taught a little bit of math
and a little bit of art,
and a little bit of art,
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Saya mengajar matematika dan seni,
01:21
but mostly computer science,
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tapi seringnya ilmu komputer,
01:23
and I was there for 17 years.
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dan saya mengajar selama 17 tahun.
01:25
When I was a brand new teacher,
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Saat masih menjadi guru baru,
01:27
I tried bringing comic books
into my classroom.
into my classroom.
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saya mencoba membawa
komik ke dalam kelas.
komik ke dalam kelas.
01:30
I remember telling my students
on the first day of every class
on the first day of every class
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Di hari pertama pelajaran,
saya berkata di depan para murid,
saya berkata di depan para murid,
01:33
that I was also a cartoonist.
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bahwa saya seorang kartunis.
01:35
It wasn't so much that I was planning
to teach them with comics,
to teach them with comics,
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Alasannya bukan karena saya hendak
mengajar menggunakan komik,
mengajar menggunakan komik,
01:38
it was more that I was hoping comics
would make them think that I was cool.
would make them think that I was cool.
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tetapi karena saya harap komik dapat
membuat mereka menganggap saya keren.
membuat mereka menganggap saya keren.
01:42
(Laughter)
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(Tertawa)
01:44
I was wrong.
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Saya keliru.
01:45
This was the '90s,
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Saat itu adalah tahun 90-an,
01:47
so comic books didn't have
the cultural cachet that they do today.
the cultural cachet that they do today.
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jadi komik belum membudaya
seperti saat ini.
seperti saat ini.
01:52
My students didn't think I was cool.
They thought I was kind of a dork.
They thought I was kind of a dork.
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Murid-murid tidak menganggap saya keren,
tapi malahan dianggap norak.
tapi malahan dianggap norak.
01:56
And even worse,
when stuff got hard in my class,
when stuff got hard in my class,
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Dan lebih parahnya,
saat ada masalah di dalam kelas,
saat ada masalah di dalam kelas,
01:59
they would use comic books
as a way of distracting me.
as a way of distracting me.
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mereka akan menggunakan komik
sebagai pengalih perhatian.
sebagai pengalih perhatian.
02:02
They would raise their hands
and ask me questions like,
and ask me questions like,
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Lalu mereka mengangkat
tangan dan bertanya,
tangan dan bertanya,
02:04
"Mr. Yang, who do you think
would win in a fight,
would win in a fight,
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"Pak Yang, menurut Bapak,
siapa yang akan menang,
siapa yang akan menang,
02:07
Superman or the Hulk?"
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Superman atau Hulk?"
02:08
(Laughter)
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(Tertawa)
02:09
I very quickly realized I had to keep
my teaching and my cartooning separate.
my teaching and my cartooning separate.
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Seketika itu saya sadar bahwa mengajar
dan membuat kartun harus dipisahkan.
dan membuat kartun harus dipisahkan.
02:14
It seemed like my instincts
in fifth grade were correct.
in fifth grade were correct.
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Tampaknya insting kelas lima saya benar.
02:18
Comic books didn't belong
in the classroom.
in the classroom.
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Komik tidak seharusnya ada di ruang kelas.
02:21
But again, I was wrong.
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Tapi lagi-lagi, saya keliru.
02:23
A few years into my teaching career,
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Setelah mengajar selama beberapa tahun,
02:25
I learned firsthand
the educational potential of comics.
the educational potential of comics.
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saya mengalami sendiri potensi
mendidik menggunakan komik.
mendidik menggunakan komik.
02:30
One semester, I was asked to sub
for this Algebra 2 class.
for this Algebra 2 class.
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Di satu semester, saya diminta
untuk menggantikan kelas Aljabar 2
untuk menggantikan kelas Aljabar 2
02:34
I was asked to long-term sub it,
and I said yes, but there was a problem.
and I said yes, but there was a problem.
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untuk jangka waktu yang panjang,
saya setuju, tapi ada masalah.
saya setuju, tapi ada masalah.
02:38
At the time, I was also
the school's educational technologist,
the school's educational technologist,
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Saat itu, saya juga menjabat
sebagai teknisi pendidikan di sekolah,
sebagai teknisi pendidikan di sekolah,
02:42
which meant every couple of weeks
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yang artinya setiap beberapa minggu,
02:44
I had to miss one or two periods
of this Algebra 2 class
of this Algebra 2 class
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saya terpaksa meninggalkan
satu atau dua kali pelajaran,
satu atau dua kali pelajaran,
02:47
because I was in another classroom
helping another teacher
helping another teacher
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karena saya berada di kelas lain,
membantu guru lainnya
membantu guru lainnya
02:50
with a computer-related activity.
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yang berhubungan dengan komputer.
02:52
For these Algebra 2 students,
that was terrible.
that was terrible.
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Bagi murid-murid kelas Aljabar 2,
hal tersebut tidak menyenangkan.
hal tersebut tidak menyenangkan.
02:55
I mean, having a long-term
sub is bad enough,
sub is bad enough,
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Mendapat guru pengganti
jangka panjang itu tidak menyenangkan,
jangka panjang itu tidak menyenangkan,
02:58
but having a sub for your sub?
That's the worst.
That's the worst.
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tapi bagaimana kalau diganti lagi?
Itu lebih parah.
Itu lebih parah.
03:02
In an effort to provide some sort
of consistency for my students,
of consistency for my students,
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Dalam rangka memberikan pengajaran
yang konsisten untuk murid-murid saya,
yang konsisten untuk murid-murid saya,
03:06
I began videotaping
myself giving lectures.
myself giving lectures.
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saya mulai merekam video
saat sedang menjelaskan pelajaran,
saat sedang menjelaskan pelajaran,
03:09
I'd then give these videos to my sub
to play for my students.
to play for my students.
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lalu video itu saya serahkan
pada pengganti saya untuk diputar di kelas.
pada pengganti saya untuk diputar di kelas.
03:12
I tried to make these videos
as engaging as possible.
as engaging as possible.
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Saya berusaha membuat videonya
semenarik mungkin.
semenarik mungkin.
03:17
I even included
these little special effects.
these little special effects.
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Saya bahkan menambahkan
efek-efek khusus.
efek-efek khusus.
03:19
For instance, after I finished
a problem on the board,
a problem on the board,
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Contohnya, saat saya menyelesaikan
soal di papan tulis,
soal di papan tulis,
03:22
I'd clap my hands,
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saya akan menepukkan tangan,
03:23
and the board would magically erase.
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lalu papan tulisnya
akan menghilang secara ajaib.
akan menghilang secara ajaib.
03:26
(Laughter)
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(Tertawa)
03:27
I thought it was pretty awesome.
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Menurut saya itu lumayan keren.
03:30
I was pretty certain
that my students would love it,
that my students would love it,
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Saya sangat yakin murid-murid
akan menyukai video itu,
akan menyukai video itu,
03:33
but I was wrong.
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ternyata saya keliru.
03:34
(Laughter)
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(Tertawa)
03:35
These video lectures were a disaster.
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Video-video itu gagal total.
03:38
I had students coming up to me
and saying things like,
and saying things like,
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Banyak murid menemui saya dan berkata,
"Pak Yang, kami pikir Bapak
orang yang membosankan,
orang yang membosankan,
03:41
"Mr. Yang, we thought
you were boring in person,
you were boring in person,
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03:43
but on video, you are just unbearable."
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tapi di video, Bapak lebih parah."
03:46
(Laughter)
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(Tertawa)
03:48
So as a desperate second attempt,
I began drawing these lectures as comics.
I began drawing these lectures as comics.
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Selanjutnya, saya mulai menggambar
pelajaran dalam bentuk komik.
pelajaran dalam bentuk komik.
03:53
I'd do these very quickly
with very little planning.
with very little planning.
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Saya melakukannya dengan cepat
dan minim perencanaan.
dan minim perencanaan.
Saya hanya mengambil spidol,
menggambar panel demi panel,
menggambar panel demi panel,
03:56
I'd just take a sharpie,
draw one panel after the other,
draw one panel after the other,
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03:59
figuring out what I wanted
to say as I went.
to say as I went.
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memikirkan yang ingin
saya katakan sambil menggambar.
saya katakan sambil menggambar.
04:01
These comics lectures would come out
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Komik berisi pelajaran ini
04:03
to anywhere between
four and six pages long,
four and six pages long,
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biasanya berjumlah
empat atau enam halaman,
empat atau enam halaman,
04:05
I'd xerox these, give them to my sub
to hand to my students.
to hand to my students.
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saya memfotokopi komik itu
lalu menyerahkan kepada guru pengganti.
lalu menyerahkan kepada guru pengganti.
04:10
And much to my surprise,
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Dan saya terkejut,
04:13
these comics lectures were a hit.
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karena komik itu sukses besar.
04:15
My students would ask me
to make these for them
to make these for them
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Murid-murid meminta saya membuat komik,
04:19
even when I could be there in person.
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meskipun saya bisa hadir di kelas.
04:22
It was like they liked cartoon me
more than actual me.
more than actual me.
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Rupanya mereka lebih menyukai
versi kartun saya dibanding yang asli.
versi kartun saya dibanding yang asli.
04:26
(Laughter)
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(Tertawa)
04:28
This surprised me, because my students
are part of a generation
are part of a generation
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Ini mengejutkan, karena murid-murid saya
adalah bagian dari generasi
adalah bagian dari generasi
04:32
that was raised on screens,
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yang dibesarkan dengan layar,
04:34
so I thought for sure they would like
learning from a screen
learning from a screen
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jadi saya kira mereka akan menyukai
belajar melalui layar
belajar melalui layar
04:37
better than learning from a page.
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dibandingkan melalui lembaran kertas.
04:40
But when I talked to my students
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Saat saya bertanya pada murid-murid,
04:41
about why they liked
these comics lectures so much,
these comics lectures so much,
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kenapa mereka menyukai
komik yang saya buat,
komik yang saya buat,
04:45
I began to understand
the educational potential of comics.
the educational potential of comics.
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saya mulai memahami
potensi komik dalam dunia pendidikan.
potensi komik dalam dunia pendidikan.
04:49
First, unlike their math textbooks,
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Pertama, tidak seperti
buku pelajaran matematika,
buku pelajaran matematika,
04:52
these comics lectures taught visually.
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komik mengajarkan materi secara visual.
04:54
Our students grow up in a visual culture,
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Murid-murid kita besar
di lingkungan visual,
di lingkungan visual,
04:57
so they're used to taking in
information that way.
information that way.
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jadi mereka terbiasa memahami
informasi secara visual.
informasi secara visual.
05:00
But unlike other visual narratives,
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Tapi bukan seperti cara visual lainnya,
05:03
like film or television
or animation or video,
or animation or video,
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contohnya film, televisi,
animasi, atau video,
animasi, atau video,
05:07
comics are what I call permanent.
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menurut saya komik itu permanen.
05:10
In a comic, past, present and future
all sit side by side on the same page.
all sit side by side on the same page.
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Dalam komik, masa lalu, sekarang,
dan masa depan letaknya berdampingan.
dan masa depan letaknya berdampingan.
05:16
This means that the rate
of information flow
of information flow
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Artinya, jumlah informasi yang diterima
05:19
is firmly in the hands of the reader.
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berada dalam kendali pembaca.
05:23
When my students didn't understand
something in my comics lecture,
something in my comics lecture,
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Saat ada murid yang tidak mengerti
suatu materi di komik saya,
suatu materi di komik saya,
05:27
they could just reread that passage
as quickly or as slowly as they needed.
as quickly or as slowly as they needed.
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mereka hanya perlu membaca ulang
sesuai kecepatan membaca masing-masing.
sesuai kecepatan membaca masing-masing.
05:31
It was like I was giving them
a remote control over the information.
a remote control over the information.
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Itu seperti memberikan
remote control kepada mereka.
remote control kepada mereka.
05:35
The same was not true
of my video lectures,
of my video lectures,
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Hal tersebut tidak ada
di video yang saya buat,
di video yang saya buat,
05:38
and it wasn't even true
of my in-person lectures.
of my in-person lectures.
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dan bahkan tidak ada dalam
pengajaran yang saya berikan.
pengajaran yang saya berikan.
05:41
When I speak, I deliver the information
as quickly or slowly as I want.
as quickly or slowly as I want.
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Saat saya berbicara,
kecepatan adalah kewenangan saya.
kecepatan adalah kewenangan saya.
05:46
So for certain students
and certain kinds of information,
and certain kinds of information,
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Bagi beberapa murid
dan beberapa jenis informasi,
dan beberapa jenis informasi,
05:49
these two aspects of the comics medium,
its visual nature and its permanence,
its visual nature and its permanence,
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dua aspek yang didapat melalui komik,
yaitu visual dan sifat permanen,
yaitu visual dan sifat permanen,
05:54
make it an incredibly powerful
educational tool.
educational tool.
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menjadikan komik sebagai sarana
pendidikan yang sangat berguna.
pendidikan yang sangat berguna.
05:58
When I was teaching this Algebra 2 class,
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Saat saya mengajar di kelas Aljabar 2,
06:00
I was also working on my master's
in education at Cal State East Bay.
in education at Cal State East Bay.
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saya juga sedang menempuh
pendidikan di Cal State East Bay.
pendidikan di Cal State East Bay.
06:04
And I was so intrigued by this experience
that I had with these comics lectures
that I had with these comics lectures
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Saya tertarik dengan pengalaman saya
menggunakan komik dalam mengajar,
menggunakan komik dalam mengajar,
06:08
that I decided to focus
my final master's project on comics.
my final master's project on comics.
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hingga saya memutuskan untuk memusatkan
topik penelitian saya pada komik.
topik penelitian saya pada komik.
06:13
I wanted to figure out
why American educators
why American educators
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Saya penasaran mengapa pendidik Amerika,
06:16
have historically been so reluctant
to use comic books in their classrooms.
to use comic books in their classrooms.
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ragu untuk menggunakan komik
dalam kegiatan belajar mengajar.
dalam kegiatan belajar mengajar.
06:22
Here's what I discovered.
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Berikut adalah temuan saya.
06:24
Comic books first became
a mass medium in the 1940s,
a mass medium in the 1940s,
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Komik pertama kali menjadi
media massa pada tahun 1940-an,
media massa pada tahun 1940-an,
06:26
with millions of copies
selling every month,
selling every month,
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sebanyak jutaan cetakan
terjual setiap bulannya,
terjual setiap bulannya,
06:29
and educators back then took notice.
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dan para pendidik menyadarinya.
06:31
A lot of innovative teachers began
bringing comics into their classrooms
bringing comics into their classrooms
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Banyak guru inovatif mulai membawa
komik ke dalam ruang kelas
komik ke dalam ruang kelas
06:35
to experiment.
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untuk bereksperimen.
06:36
In 1944, the "Journal
of Educational Sociology"
of Educational Sociology"
127
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Pada tahun 1944,
"Jurnal Sosiologi Pendidikan"
"Jurnal Sosiologi Pendidikan"
06:40
even devoted an entire issue
to this topic.
to this topic.
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bahkan mengkhususkan
satu jilid untuk membahas topik tersebut.
satu jilid untuk membahas topik tersebut.
06:44
Things seemed to be progressing.
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Semuanya mulai berkembang.
06:46
Teachers were starting
to figure things out.
to figure things out.
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Para guru mulai menyadari
perubahan yang terjadi.
perubahan yang terjadi.
Namun datanglah seorang pria.
06:49
But then along comes this guy.
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Dia adalah psikolog anak,
Dr. Frederic Wertham.
Dr. Frederic Wertham.
06:51
This is child psychologist
Dr. Fredric Wertham,
Dr. Fredric Wertham,
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Pada 1954, dia menulis buku
berjudul "Seduction of The Innocent,"
berjudul "Seduction of The Innocent,"
06:55
and in 1954, he wrote a book
called "Seduction of the Innocent,"
called "Seduction of the Innocent,"
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06:59
where he argues that comic books
cause juvenile delinquency.
cause juvenile delinquency.
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dia berpendapat bahwa komik
menyebabkan kenakalan remaja.
menyebabkan kenakalan remaja.
07:03
(Laughter)
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(Tertawa)
07:05
He was wrong.
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Dia keliru.
Dr. Wertham sebenarnya
pria yang lumayan baik.
pria yang lumayan baik.
07:06
Now, Dr. Wertham was actually
a pretty decent guy.
a pretty decent guy.
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Dia sering menghabiskan waktu
bersama kriminal remaja,
bersama kriminal remaja,
07:09
He spent most of his career
working with juvenile delinquents,
working with juvenile delinquents,
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07:12
and in his work he noticed
that most of his clients read comic books.
that most of his clients read comic books.
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karena hal tersebut dia menyadari
kebanyakan kliennya membaca komik.
kebanyakan kliennya membaca komik.
07:17
What Dr. Wertham failed to realize
was in the 1940s and '50s,
was in the 1940s and '50s,
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Dr. Wertham tidak memahami
bahwa di era 40 dan 50-an,
bahwa di era 40 dan 50-an,
07:21
almost every kid in America
read comic books.
read comic books.
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hampir semua anak
di Amerika membaca komik.
di Amerika membaca komik.
07:25
Dr. Wertham does a pretty
dubious job of proving his case,
dubious job of proving his case,
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Pembuktian dari Dr. Wertham
sedikit meragukan,
sedikit meragukan,
tapi bukunya menginspirasi
Senat Amerika Serikat
Senat Amerika Serikat
07:28
but his book does inspire
the Senate of the United States
the Senate of the United States
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07:32
to hold a series of hearings
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untuk melaksanakan pemeriksaan,
07:34
to see if in fact comic books
caused juvenile delinquency.
caused juvenile delinquency.
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guna membuktikan bahwa komik
menyebabkan kenakalan remaja.
menyebabkan kenakalan remaja.
07:38
These hearings lasted
for almost two months.
for almost two months.
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Pemeriksaan tersebut berlangsung
selama hampir dua bulan.
selama hampir dua bulan.
07:41
They ended inconclusively,
but not before doing tremendous damage
but not before doing tremendous damage
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Hasilnya tidak meyakinkan,
tapi sayangnya berhasil merusak
tapi sayangnya berhasil merusak
07:46
to the reputation of comic books
in the eyes of the American public.
in the eyes of the American public.
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reputasi komik di mata penduduk Amerika.
Setelah itu, para pendidik Amerika
yang dihormati mundur,
yang dihormati mundur,
07:50
After this, respectable American
educators all backed away,
educators all backed away,
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dan menghilang selama beberapa dekade.
07:54
and they stayed away for decades.
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07:56
It wasn't until the 1970s
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Baru pada tahun 1970-an,
07:57
that a few brave souls
started making their way back in.
started making their way back in.
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beberapa pemberani mulai kembali.
08:01
And it really wasn't
until pretty recently,
until pretty recently,
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Dan baru belakangan ini,
08:03
maybe the last decade or so,
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mungkin sekitar satu dekade,
08:05
that comics have seen
more widespread acceptance
more widespread acceptance
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komik mulai diterima secara luas
08:08
among American educators.
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di kalangan pendidik Amerika.
08:09
Comic books and graphic novels
are now finally making their way
are now finally making their way
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Komik dan novel grafis
akhirnya menemukan cara
akhirnya menemukan cara
08:14
back into American classrooms
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untuk kembali ke ruang kelas di Amerika,
08:15
and this is even happening
at Bishop O'Dowd, where I used to teach.
at Bishop O'Dowd, where I used to teach.
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dan bahkan terjadi di SMA Bishop O'Dowd,
tempat saya dulu mengajar.
tempat saya dulu mengajar.
Pak Smith, salah satu rekan kerja saya,
08:19
Mr. Smith, one of my former colleagues,
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menggunakan buku Scott McCloud,
"Memahami Komik"
"Memahami Komik"
08:21
uses Scott McCloud's
"Understanding Comics"
"Understanding Comics"
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untuk kelas sastra dan film,
karena buku itu membekali murid-muridnya
karena buku itu membekali murid-muridnya
08:24
in his literature and film class,
because that book gives his students
because that book gives his students
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08:28
the language with which to discuss
the relationship between words and images.
the relationship between words and images.
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dengan bahasa untuk mendiskusikan
hubungan antara kata dan gambar.
hubungan antara kata dan gambar.
Pak Burns menugaskan esay komik
kepada murid-muridnya setiap tahun.
kepada murid-muridnya setiap tahun.
08:33
Mr. Burns assigns a comics essay
to his students every year.
to his students every year.
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Murid-muridnya diminta
untuk menelaah novel menggunakan gambar,
untuk menelaah novel menggunakan gambar,
08:37
By asking his students
to process a prose novel using images,
to process a prose novel using images,
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08:41
Mr. Burns asks them to think deeply
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mereka diminta untuk berpikir lebih dalam,
08:44
not just about the story
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bukan hanya mengenai ceritanya,
tapi juga mengenai penyampaian ceritanya.
08:46
but also about how that story is told.
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08:49
And Ms. Murrock uses
my own "American Born Chinese"
my own "American Born Chinese"
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Dan Ibu Murrock menggunakan buku saya,
"Warga Amerika Keturunan Tiongkok"
"Warga Amerika Keturunan Tiongkok"
08:52
with her English 1 students.
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untuk murid di kelas Bahasa Inggris 1.
Baginya, novel grafis
08:54
For her, graphic novels
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08:55
are a great way of fulfilling
a Common Core Standard.
a Common Core Standard.
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adalah cara yang bagus
untuk memenuhi standar Common Core.
untuk memenuhi standar Common Core.
08:59
The Standard states that students
ought to be able to analyze
ought to be able to analyze
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Standar tersebut mengharuskan
murid mampu menganalisa
murid mampu menganalisa
09:02
how visual elements contribute
to the meaning, tone and beauty of a text.
to the meaning, tone and beauty of a text.
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bagaimana elemen visual memengaruhi
makna, nada, dan keindahan teks.
makna, nada, dan keindahan teks.
Di perpustakaan, Ibu Counts
telah menyediakan koleksi
telah menyediakan koleksi
09:08
Over in the library, Ms. Counts
has built a pretty impressive
has built a pretty impressive
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novel grafis yang mengagumkan
untuk SMA Bishop O'Dowd.
untuk SMA Bishop O'Dowd.
09:12
graphic novel collection
for Bishop O'Dowd.
for Bishop O'Dowd.
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09:14
Now, Ms. Counts and all
of her librarian colleagues
of her librarian colleagues
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Ibu Counts dan semua
rekan-rekan pustakawannya
rekan-rekan pustakawannya
09:17
have really been at the forefront
of comics advocacy,
of comics advocacy,
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menjadi pelopor
dalam hal penggunaan komik,
dalam hal penggunaan komik,
sejak awal tahun 80-an, saat artikel
tentang perpustakaan sekolah
tentang perpustakaan sekolah
09:20
really since the early '80s,
when a school library journal article
when a school library journal article
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menyatakan bahwa kemunculan
novel grafis di perpustakaan
novel grafis di perpustakaan
09:24
stated that the mere presence
of graphic novels in the library
of graphic novels in the library
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09:28
increased usage by about 80 percent
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meningkatkan jumlah pengguna
sebesar 80 persen,
sebesar 80 persen,
09:31
and increased the circulation
of noncomics material
of noncomics material
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dan meningkatkan
sirkulasi materi non-komik
sirkulasi materi non-komik
sebesar 30 persen.
09:35
by about 30 percent.
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09:37
Inspired by this renewed interest
from American educators,
from American educators,
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Terinspirasi dari ketertarikan
para pendidik Amerika,
para pendidik Amerika,
09:40
American cartoonists are now producing
more explicitly educational content
more explicitly educational content
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saat ini kartunis Amerika membuat
konten edukasi yang lebih eksplisit
konten edukasi yang lebih eksplisit
09:45
for the K-12 market than ever before.
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bagi kelompok anak TK-SD.
09:48
A lot of this is directed
at language arts,
at language arts,
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Kebanyakan diarahkan pada seni bahasa,
09:51
but more and more comics
and graphic novels
and graphic novels
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tapi semakin banyak komik
dan novel grafis
dan novel grafis
09:53
are starting to tackle
math and science topics.
math and science topics.
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yang mulai membahas matematika dan sains.
09:57
STEM comics graphics novels
really are like this uncharted territory,
really are like this uncharted territory,
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Novel grafis Sains Teknik Matematika
seolah menjadi wilayah tidak terdata,
seolah menjadi wilayah tidak terdata,
10:01
ready to be explored.
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yang siap untuk dijelajahi.
10:03
America is finally waking up to the fact
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Warga Amerika akhirnya menyadari fakta,
10:06
that comic books
do not cause juvenile delinquency.
do not cause juvenile delinquency.
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bahwa komik tidak menyebabkan
kenakalan remaja.
kenakalan remaja.
10:10
(Laughter)
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(Tertawa)
10:11
That they really do belong
in every educator's toolkit.
in every educator's toolkit.
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Bahwa komik pantas menjadi
bagian dari perlengkapan pendidik.
bagian dari perlengkapan pendidik.
10:15
There's no good reason
to keep comic books and graphic novels
to keep comic books and graphic novels
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Tidak ada alasan kuat
menjauhkan komik dan novel grafis
menjauhkan komik dan novel grafis
dari pendidikan anak TK-SD.
10:19
out of K-12 education.
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10:21
They teach visually,
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Komik mengajar secara visual,
10:23
they give our students
that remote control.
that remote control.
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memberikan kendali kepada murid-murid.
Potensi komik
dalam pendidikan sudah tersedia,
dalam pendidikan sudah tersedia,
10:26
The educational potential is there
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10:29
just waiting to be tapped
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menunggu untuk dijamah
10:31
by creative people like you.
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oleh orang-orang kreatif
seperti Anda sekalian.
seperti Anda sekalian.
Terima kasih.
10:33
Thank you.
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(Tepuk tangan)
10:34
(Applause)
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ABOUT THE SPEAKER
Gene Luen Yang - Cartoonist, educatorGene Luen Yang writes, and sometimes draws, comic books and graphic novels.
Why you should listen
As the Library of Congress's fifth National Ambassador for Young People's Literature, Gene Luen Yang advocates for the importance of reading, especially reading diversely. American Born Chinese, his first graphic novel from First Second Books, was a National Book Award finalist, as well as the winner of the Printz Award and an Eisner Award. His two-volume graphic novel Boxers & Saints won the L.A. Times Book Prize and was a National Book Award Finalist. His other works include Secret Coders (with Mike Holmes), The Shadow Hero (with Sonny Liew), New Super-Man from DC Comics (with various artists) and the Avatar: The Last Airbender series from Dark Horse Comics (with Gurihiru). In 2016, he was named a MacArthur Foundation Fellow.
Gene Luen Yang | Speaker | TED.com