Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis
DOI:
https://doi.org/10.32332/pedagogy.v8i1.1959Keywords:
Multimodal Critical Discourse Analysis, EFL Textbook, Representational Mode, Visual ImagesAbstract
The textbook plays an essential role for students in the teaching and learning process. Imagery, combined with texts in the textbook, makes subjects easy to understand. Images are generally used to convey things we can't tell in the text. Visual images help students make sense of output and input around them. This study investigates the representation of the visual image in the EFL textbook proposed by using a multimodal discourse analysis method. The researcher used the framework from Kress van Leeuwen. Information from all visual images consist of 158 images in the Indonesian EFL textbook is collected as the data in this study. The results showed that females (70%) portions were more commonly portrayed than males ( 30%). In terms of social roles, females have the same proportion of occupations as males. In terms of image appearance, the foreign and Indonesian cultures portrayed to show the tolerance culture. This study aims to explore the meaning of the integrated use of semiotic resources, such as visual image representation in the textbook. The researcher expected students and teachers as textbook users could increase their understanding with the subject of teaching and learning by interpreting the visual images effectively. This study recommends to the textbook user that visual images appearances can strengthen the text or written material in the textbook. Also, it suggests textbook publishers be more concerned and synchronize between the written content and the visual representation portrayed not to occur misinterpretation among the textbook users.References
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Soleimani, H., & Khah, N. S. (2014). Are ESP textbooks satisfying students: a case in Iran. The International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(2), 1–4.
Tahririan, MohammadHassan, & Sadri, Elham. (2013). Analysis of Images in Iranian High School EFL Course Books. Iranian Journal of Applied Linguistics (IJAL), 16(2), 137–160.
Yang, J., & Zhang, Y. (2014). Representation Meaning of Multimodal Discourse—A Case Study of English Editorials in The Economist. Theory and Practice in Language Studies, 4(12), 2564–2575. https://doi.org/10.4304/tpls.4.12.2564-2575
Ashaver, D. (2013). The Use of Audio-Visual Materials in the Teaching and Learning Processes in Colleges of Education in Benue State-Nigeria. IOSR Journal of Research & Method in Education (IOSRJRME), 1(6), 44–55. https://doi.org/10.9790/7388-0164455
Babaii, E. (2002). Universal Characteristics of EFL / ESL Textbooks : A Step Towards Systematic Textbook Evaluation. The Internet TESL Journal, 8(2).
Canning Wilson, C. (1999). Using Picture in EFL and ESL Classroom. ERIC.
Chou, E., M. Arus, H. B., & Ahmad, S. (2017). a Semiotic Analysis and Cultural Values of Malaysian. Jurnal Gendang Alam, 7.
Çoşkun, G. E. (2015). Use of Multimodal Critical Discouse Analysis in Media Studies. The Online Journal of Communication and Media, 1(3), 40–43.
Damayanti, I. L. (2014). Gender construction in visual images in textbooks for. Indonesian Journal of Applied Linguistics, 3 No.2, 100–116.
Ena, O. (2013). Visual Analysis of E-Textbooks for Senior High School in Indonesia [Loyola University Chicago]. http://search.proquest.com/docview/1415874836?accountid=13771
Faris, I. N. I. (2014). Cultural content analysis of an English textbook for senior high school grade three in canjur, West Java. Journal of English and Education, 2(2), 14–25.
Harrison, C. (2003). Visual semiotics: how still images make meaning; Interpreting still images by using semiotic approaches. Technical Communication, 50(1), 843–853. https://doi.org/10.1111/j.1525-142X.2011.00466.x
Kawanabe, M., Binder, A., Müller, C., & Wojcikiewicz, W. (2011). Multi-modal visual concept classification of images via Markov random walk over tags. 2011 IEEE Workshop on Applications of Computer Vision, WACV 2011, 396–401. https://doi.org/10.1109/WACV.2011.5711531
Liu, J. (2013). Visual Images Interpretive Strategies in Multimodal Texts. Journal of Language Teaching and Research, 4(6), 1259–1263. https://doi.org/10.4304/jltr.4.6.1259-1263
Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing An English Language Textbook Evaluation Checklist. Contemporary Issues in Education Research (CIER), 4(6), 21. https://doi.org/10.19030/cier.v4i6.4383
Mussardo, G. (2019). 済無No Title No Title. Statistical Field Theor, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Nabavi, R. T. (2012). Bandura ’ s Social Learning Theory & Social Cognitive Learning Theory Theories of Developmental Psychology Title : Bandura ’ s Social Learning Theory & Social Cognitive Learning Theory Razieh Tadayon Nabavi. Research Gate, 1–24.
O’Halloran, K. L. (2008). Systemic functional-multimodal discourse analysis (SF-MDA): Constructing ideational meaning using language and visual imagery. Visual Communication, 7(4), 443–475. https://doi.org/10.1177/1470357208096210
Omaggio, A. C. (1979). Pictures and Second Language Comprehension: Do They Help? Foreign Language Annals, 12(2), 107–116. https://doi.org/10.1111/j.1944-9720.1979.tb00153.x
Oyama, R. (1998). VISUAL SEMIOTICS: A STUDY OF IMAGES IN JAPANESE ADVERTISEMENTS. London University.
Roohani, A., & Sharifi, M. (2015). Evaluating visual elements in two EFL textbooks. Indonesian Journal of Applied Linguistics, 4(2), 68–77. https://doi.org/10.17509/ijal.v4i2.684
Salbego, N., Heberle, V. M., & Da Silva Balen, M. G. S. (2015). A visual analysis of English textbooks: Multimodal scaffolded learning. Calidoscopio, 13(1), 5–13. https://doi.org/10.4013/cld.2015.131.01
Soleimani, H., & Khah, N. S. (2014). Are ESP textbooks satisfying students: a case in Iran. The International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(2), 1–4.
Tahririan, MohammadHassan, & Sadri, Elham. (2013). Analysis of Images in Iranian High School EFL Course Books. Iranian Journal of Applied Linguistics (IJAL), 16(2), 137–160.
Yang, J., & Zhang, Y. (2014). Representation Meaning of Multimodal Discourse—A Case Study of English Editorials in The Economist. Theory and Practice in Language Studies, 4(12), 2564–2575. https://doi.org/10.4304/tpls.4.12.2564-2575
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2020-06-04
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