Exploring Ideational Meaning in Indonesian EFL Textbook: A

Case from Multimodal Perspective

Dadan Jauhara

Madrasah Aliyah Negeri 6 Ciamis, Ciamis, Indonesia

danjauhara@gmail.com

Keywords: Textbook, ideational meaning, visual and verbal text, multimodal discourse analysis.

Abstract: The presence of a textbook is necessary to support teaching and learning process. In many EFL textbooks,

producers integrate language and multimodal resources (e.g., image, color, layout, typography, and font) to

communicate messages. The presence of visual image in the textbook can be used to carry the messages and

develop students’ language skills. The purpose of this study is to identify and describe how Ideational

metafunctions are realized in an Indonesian EFL textbook. This study analyzed EFL textbook from the

Multimodal Discourse Analysis (MDA) perspective because it concerned the use of different modes of text

create meaning in different contexts. The data for this study was an EFL textbook for 7

grade of junior

secondary school published by Ministry of Education in 2014. Visual data were examined by the framework

of visual grammar Kress and van Leeuwen (1996, 2006), verbal data were examined based on functional

grammar (Halliday, 1994), and finally, intersemiotic relationships between visual and verbal modes were

analysed based on the intersemiotic relation (Martinec and Salway, 2005). The results showed that the visual

text was dominated by narrative representation (verbal process). Relational process was considered as the

most appear in the verbal text. Regarding image and text relation, it was dominated by projection – locution.

1 INTRODUCTION

In English as a Foreign Language (EFL) setting,

students just have a little chance to use the target

language in their daily communication or do not have

any chance at all indeed. Thus, the presence of

textbook is necessary to support the process of

teaching and learning and become the main resource

needed for an effective language teaching program in

most school. Therefore, English textbooks provided

for the students should be able to correspond to

learner’s needs, help to equip learners to use language

effectively for their own purposes, facilitate student’s

learning process and progress, and have a clear role

in mediating the target language and the learners

(Cunningsworth, 1995).

The textbooks that incorporate both aesthetic

features and functional purposes can be used to not

only trigger the art of teaching but also to conduct a

better learning experience (Jing Chan et. al, 2012). It

is in line with Harmer (2007) statement that a good

textbook is carefully prepared to offer a coherent

syllabus, satisfactory language control, motivating

texts, audio cassettes/CDs and other accessories such

as video/DVD material, CD-ROMs and extra

resource material. It means that textbooks should be

attractive in terms of display or layout and interesting

material. Thus, it indicates that textbook should not

only focus on the teaching or learning materials that

should be given to the student but also consider an

aesthetic aspect that can attract students’ attention and

interest, particularly for primary or junior secondary

students. Attractive also means that all presentations

should suggest that the material is easy to be learnt.

Furthermore, Masuhara, Hann, and Tomlinson (2008)

persist that the teachers expect textbook which

stimulates, fascinates, excites, entertains, inspires,

challenges, and helps both students and teachers to

develop their teaching and learning activities. They

also want to be able to personalize, localize, and adapt

the global textbooks to suit their learners’ need in

learning language. Therefore, good textbooks are

expected can meet learners’ need in learning English

because it can make students and teachers feel secure

and have a sense of progress and achievement when

they use textbooks.

Nowadays, some of textbook’s authors and

English teachers getting realize the importance of

visual elements and visual design in English language

textbooks. Thus, the textbooks should be able to

Jauhara, D.

Exploring Ideational Meaning in Indonesian EFL Textbook: A Case from Multimodal Perspective.

DOI: 10.5220/0007162100630070

In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference

on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 63-70

ISBN: 978-989-758-332-2

incorporate both aesthetic features and functional

purposes. It can be used not only to trigger the art of

teaching but also to conduct a better learning

experience. They argue that textbooks become the

objects to promote students’ learning motivation and

aesthetic experiences.

There are many analytical models that have been

applied in the analysis of English language text books

particularly in English as second or foreign language

context. Most of them tended to analyze English text

books based on its readability (Zohrabi, Sabouri and

Behroozian, 2012), textbook criteria and cultural

elements (Riazi and Mosalanejad, 2007), positive

functions and negative effects of textbook (Wang,

2000; Yang, 2002), textbook compilation and

selection principles (Xie and Song, 2003; Yuan and

Chen, 2007), and structure and evaluation of textbook

(Kuang, 2002).

In Indonesian EFL context, textbook evaluator or

researchers who concerned to this topic tend to

evaluate or analyze textbooks from the perspective of

materials development or textbook criteria proposed

by the ministry of education (Prafitasani, 2010). Ena

(2013) did a visual analysis of English E-textbooks

based on the framework of culturally relevant

pedagogy to study how the visual images in the e-

textbooks represent the cultural diversity of

Indonesian students. These indicated that textbook

analysis from the multimodal perspective particularly

in Indonesian EFL context is still infrequent.

Therefore, this current study tries to explore

Ideational metafunction represented in EFL textbook

from the multimodal discourse perspective and verbal

and visual intersemiotic relationship.

2 METHODS

This study was aimed at investigating verbal and

visual metafunctions represented in EFL textbook

from the perspective of multimodal discourse

analysis. Therefore, EFL textbook became the main

data that was considered necessary in this study. A

junior secondary textbook was purposively selected

as the data for this research. The data of this study

comprised an EFL textbook for junior secondary for

seventh grade i.e. Bahasa Inggris: When English

Rings a Bell (Edisi Revisi 2014).

Relevant with the research questions and

objective of the study, qualitative study was

implemented and the theoretical framework

underpinning this study was mainly derived from

Multimodal Discourse Analysis and Systemic

Functional Linguistics (SFL). The procedure of data

analysis involved three major steps: first, the visual

components of the data were examined in the

framework of visual grammar (Kress and van

Leuwen, 1996; 2006) and the verbal components of

the data were examined in the framework of

functional grammar (Halliday & Matthiesen, 2004;

2014). Furthermore, intersemiosis relationships

between visual and verbal modes were analysed

based on the intersemiotic relation framework

(Martinec and Salway, 2005).

Verbal ideational metafunction was analysed

through Transitivity system. This system is realized

through the aspects of participants, processes and

circumstances. Process types in English can be

categorized into: relational, material, mental, verbal,

behavioural, and existential. Relational processes are

processes of being which relate a participant to its

identification or description. Material processes

construe doings and happenings. Mental processes

are concerned with our experience of the world of our

consciousness, it relates to we think feel, desire, and

perceive. Behavioural processes concern

physiological and psychological behaviour like

breathing, dreaming, smiling, and coughing (Eggins,

2004: 233). Existential process represents that

something exists or happens. Verbal processes refer

to verbal action which is represented by saying verbs

and its synonyms.

Meanwhile, the analysis of visual ideational

metafunction was conducted in two steps. The first

step is to identify two visual patterns. The patterns

can be Narrative or Conceptual representation.

Narrative images are recognized by the present of

a vector and relate its participants in terms of doing

or happening (Kress & van Leeuwen, 22006). The

first thing to do in analysing narrative values in an

image is to identify the participants and its processes.

Participants are doing things (Actor) while processes

are what is being done (Joyce and Gaudin, 2007: 27).

Narrative processes consist of Action, Reactional,

Speech and Mental, and Conversion.

Action process occurs where the vector originates

from a participant. This type consists of transcational

and non-transactional (Kress & van Leeuwen, 2006:

63-66). It is usually directed at another participant,

where participant refers to a person, animal or object

(Joyce & Gaudin, 2007: 30). Reactional process

occurs where a participant is on the receiving of a

vector. The vector is formed by an eyeline, by the

direction of the glance of one or more participants

(Kress and van Leeuwen, 2006: 67-68). Speech and

Mental process occur when a vector formed by a

thought bubble or a similar conventional device

connects to participants. These processes are

recognized by the present of a vector formed by the

arrow like protrusion of a dialogue balloon or similar

device connects to participants, a Sayer and an

CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology

Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

Utterance (Kress and van Leeuwen, 2006: 68).

Conversion process is represented by participant

receives a vector and transmits it to other participants.

This process is especially common in representation

of natural events; for instance food chain diagrams or

diagrammatic representation of the hydrological

cycle (Kress & van Leeuwen, 2006: 68-69).

Furthermore, Circumstances provide context

without actively contributing to the Narrative

representation. A circumstance could be removed

from the image without destroying the narrative

structure, but its loss would reduce the amount of

information being conveyed by the image (Joyce

&Gaudin, 2007: 32). There are three types of

circumstances, i.e. setting (foreground and

background), means (with which the action is

executed), and accompaniment (one participant is

associated with another participant, but not through a

vector) (Kress and van Leeuwen, 2006: 72).

Conceptual images are used to convey factual

information. They commonly use diagrams, cross-

sections, maps, tables, tree diagrams and graphs

(Callow, 2013). Conceptual consist of symbolic,

analytical, and classificational.

Symbolic processes are about what a participant

means or is. Symbolic images may suggest a

particular attribute or concept, by use of specific

elements, colours or iconic features. For example,

advertisement symbolizes beauty by the look and

stance of highly stylized models and clothing

(Callow, 2013). There are two types of symbolic

images i.e., symbolic attribute as it’s a specific

element, which symbolizes an implicit meaning and

symbolic meaning which is the overall image itself is

symbolic suggestive of an implicit meaning (Kress &

van Leeuwen, 2006: 105-106).

Analytical processes relate participants in terms of

a part-whole structure. Analytical processes can be

structured or unstructured, depending on whether

they display the possessive attributes of the carrier or

not (Kress & van Leeuwen, 2006: 87). Structured

analytical representation can be organized spatially or

temporally and can be realized in a variety of

alternative ways, depending on the types of process

or degree of accuracy or abstraction of the

representation (Joyce and Gaudin, 2007). They

involve two kinds of participants: Carrier (the whole)

and any number of Possessive attributes (the parts).

Classificational processes relate participants to

each other in terms of kind relation (super ordinate –

subordinate). They relate the presented participants in

terms of taxonomy of types of things or classes. The

similarity as members of the same superordinate class

is enhanced by a sense of similarity in they are placed.

A classificational process can be overt taxonomy or

covert taxonomy. It depends on whether the

superordinate is presented in the image. The covert

taxonomy is realized by a symmetrical spatial

arrangement of the participants. While overt

taxonomy includes superodinate participant in the

frame (Kress & van Leeuwen, 2006: 79).

In terms of image and text relation, systemic

functional semiotics provide theoretical framework

more systematically. Concerning image and text

relation, this study focused on logicosemantic relation

proposed by Martinec and Salway (2005) as can be

seen in figure 1.

elaboration

Expansion extension

Logicosemantic enhancement

relation

locution

projection

idea

Figure 1: framework for visual and verbal relation.

Therefore, to answer the research questions, the

procedure for analyzing the data involves three major

steps: first, the visual component of the data were

examined in the framework of visual grammar; and

the verbal component of the data were examined in

the framework of functional grammar, next,

intersemiosis relationships between visual and verbal

modes were analysed based on the intersemiotic

relation framework (see Figure 2).

Figure 2: Data analysis procedure.

3 FINDINGS AND DISCUSSION

The analysis of the textbook involved a detailed

application and discussion of the analytical

framework as derived and outlined in previous

Transitivity System

Visual text

Verbal text

Narrative

Conceptual

IDEATIONAL

Visual and Verbal Text Relationship

(Logicosemantic)

Exploring Ideational Meaning in Indonesian EFL Textbook: A Case from Multimodal Perspective

section. This section constitutes an attempt to test the

applicability of the theoretical framework in

answering the questions raised earlier about how

visual and verbal metafunction represented and how

the visual and verbal modes relation work together to

create meaning in an EFL English Textbook entitled

“Bahasa Inggris When English Rings a Bell”.

3.1 Visual Ideational Metafunction

Based on the analysis, the presentation of visual

Representational/Ideational images can be seen in the

following table.

Table 1: Visual Ideational Metafunction Representation in

EFL Textbook.

Visual

Representation

Chapter

Narrative

Action

√

Reaction

√

Verbal

√

Mental

√

Conversion

Conceptual

Classification

√

Analytical

√

Symbolic

√

Based on the table above, Ideational visual mode

presented in the textbook was dominated by Narrative

representation. Related to Narrative representation,

the process was dominated by speech/verbal process,

it was found in all chapter of the textbook.

Meanwhile, in terms of Conceptual representation, it

was dominated by classification (see table 3).

Narrative Representation appears to be

characterized mainly by the speech/verbal processes

(see Table 2), which occurs in all chapters of the

textbook. The high occurrences of speech processes

in the Narrative representation are visually realized

by dialogue balloons with an oblique line linking the

sayer (e.g. the character) to the content of the speech

The domination of Speech process was found in

all chapter of the textbook is in line with statement

proposed by Kress and van Leeuwen (2006: 68) that

“speech and mental processes are founded in

connection with quotes in school textbook”.

Furthermore they argue that the content of dialogue

balloon (speech process) or thought balloon (mental

process) are not represented directly, but mediated

through a Senser (in the case of thought balloon) or a

Speaker (in the case of the dialogue balloon).

Meanwhile, Mental process was found in Chapter 5

and 9.

Regardless the presence of speech/verbal process

in all chapter of the textbook, based on the data

analysis, Action and Reactional process were found

in several chapters, i.e. Chapter 1, 2, 3, 4, 8, 9, 10).

Figure 3: When English Rings a Bell (2014: 7).

Figure 3 is an example of Action transactional

bidirectional because each of participants plays the

role as an Actor in which both participants are speaker

and listener. The image is extracted from Chapter 1

page 7 depicting the scene in which the characters

represent the expression of greeting and thanking.

The image taken from this page depicting the scene

of two even in which the first event depict student to

teacher greeting’s expression and the second event

depict student to student greeting’s expression.

Throughout the multimodal textbook they are

depicted as doing conversation. The two images

portray two moments when the students are practicing

how to perform greeting and thanking. Upside image

portray the student (boy) is greeting his teacher and

downside image depict the girl is greeting the boy.

The two non successive images depict two moments

when the students and teacher and student and student

are practicing how to ask and answer questions

concerning greeting and thanking.

Moreover, in terms of speech process, the image

from Figure 1 can be categorized as this pattern

because the two characters’ voices are conveyed

through dialogue balloons in expressing greeting or

thanking. The participants involved are categorized as

a Sayer because it can be seen from whom the

dialogue balloons emanate (Kress & van Leeuwen,

2006: 79). The dialogue balloons represent the

expression of greeting and thanking. The image taken

from this page depicting the scene in which the

student greets his teacher and also her friend.

However, concerning Conversion process, this

type of image was not found in all chapter of the

textbook. It can be assumed that the absent of this

type of process in EFL textbook is caused by the

CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology

Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

absent of explanation or procedure genre whereas this

process usually related to this genre.

The following table shows the spread of Narrative

representation in all chapter of the textbook.

Table 2: Narrative Representation.

Processes

Total

Action–transactional-unidirectional

Action–transactional–bidirectional

Action–non transaction

Reaction

Mental

Verbal/Speech

Conversion

In terms of Conceptual representation, Analytical

types dominated than other types (see Table 3).

Analytical type was found in chapter (2, 3, 4, 5, 7, 8).

The example of analytical can be seen in figure 4. It

can be seen that the image is topographically

accurate, in terms of representing an actual flower.

This image is used to provide the students with the

topic of descriptive text. In this chapter the students

are expected to able to create descriptive text. Thus,

this image provide the features of flower to be

described by the students.

Figure 4: When English Rings a Bell (2014: 163).

Concerning classificational images, it was found

in several chapters i.e., chapter 2, 3, 4, 8, 9, 10, and

11. This type of image was dominated by covert

taxonomy. It means that most of the images are

realized by a symmetrical spatial arrangement of the

participants.

However, symbolic images were only found in

Chapter X. This type of image related to the topic of

attention. This chapter provide the example of short

notices and warning or cautions. It can be seen from

the following figure.

Figure 5: When English Rings a Bell (2014: 183).

From the figure it can be seen that this page

provides warning of doing something based on the

context. It is realised through the symbol of red and

cross on particular image, for example lion (stay away

from fence) and grass (do not feed the cow). The

symbolic image in figure 4 indicates the prohibition

of doing something. This warning is usually found in

the zoo. Therefore, after learning this topic, the

students are expected to understand the notice or

warning that is usually found around their

environment.

Table 3: Conceptual Representation.

Processes

Total

Analytical

Structured

Unstructured

Symbolic

Attributive

Suggestive

Classificational

Covert

Overt

3.2 Verbal Ideational Metafunction

Ideational verbal mode presented in the textbook

mainly was dominated by Relational process and for

its circumstances was dominated by Location. It was

found almost in all chapters. The domination of

Relational process is relevant with the characteristic

of textbook for beginner or young learners because

Relational processes have function to link two pieces

of information. The most common relating verbs are

the verb be and have and variation on these. In some

cases, a links is being made between the thing being

described and its description. In other cases the links

is between a thing and how it is being identified or

Exploring Ideational Meaning in Indonesian EFL Textbook: A Case from Multimodal Perspective

defined (Derewianka, 2011: 24). It can be evidenced

by the following excerpt taking from page 7

Student : “How are you, Sir?”

Teacher : “I’m feeling great. Thank you. And you?”

Student : “I’m fine too. Thank you, Sir”

From the excerpt above, it can be seen that the boy

is greeting his teacher and asking about his condition,

whether he is good or not. The process involved in

this conversation is mental and relational process. It

can be seen from the following transitivity system

analysis:

Table 4: Transitivity system analysis.

How

Are

you?

Process: Relational

Carrier

am feeling

great

Senser

Process Mental: affect

phenomenon

fine too

Carrier

Process Relational: Intensive

Attribute

Thank

you

Process: verbal

Target

The presence of material process in the textbook

was not only found in declarative mood, but also in

imperative and interrogative mood. Based on analysis

of the data, Material processes were represented in the

textbook dominantly found in instruction. It can be

seen in the following example:

Table 5: Example.

Please

practice

greeting with people

around you

Process: material

Goal

The following table shows the spread of

Ideational verbal metafunction (Processes and

Circumtances) found in all chapter of the textbook.

Table 6: Verbal Ideational.

Processes

Total

Material

Relational

138

Mental

Verbal

Behavioural

Existence

Table 7: Circumstances.

Types

Total

Extent

Location

Manner

Cause

Contingency

Accompaniment

Role

Matter

Angle

3.3 Visual and Verbal Relation

Figure 6: When English Rings a Bell (2014: 148).

Ideationally, the participants represented in the

images are humans and animals. Humans are

considered as the actor while animals as the goal of

description, while school building and plants are

considered as circumstances. The human participants

are a boy and a girl. The boy’s name is Beni and the

girl’s name is Lina. Their name can be recognized

from their name tag written on their uniform. Beni has

short straight hair and fair skin colour while Lina has

straight medium hair and her skin colour is lighter dan

Beni. Their height is equal. Beni wears uniform in

blue shorts and tie, and white shirt. He gazes directly

at the girl and asks her how the rabbit and bird look

like. Meanwhile, Lina wears uniform in blue skirts

and tie and white shirt. She gazes at the boy while

holding the rabbit and answer the boy’s questions by

describing the features of rabbit and bird. In Indonesia

educational context, white and blue uniform of

human element is considered as a uniform for junior

secondary school students. The image depicts that

Beni is speaking. It can be recognized by the

depiction of Beni who opens his mouth. Lina is also

considered speaking by responding Beni’s question,

however the image depicts her mouth is close. Both

CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology

Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education

Beni and Lina perform dialogue which is represented

by the present of dialogue balloon.

Other participants represented in the image are

rabbit and bird. The rabbit has white fur and teeth,

pink in the inside of its ears and black eyes and holds

a carrot. The size of its head is bigger than its body.

The rabbit is placed on the girl’s hand while the bird

is perches on the top of building. The bird has blue

feathers with yellow beak and red for its mouth and

tail. The bird opens its mouth. The bird’s head size is

also bigger than its body. The picture of rabbit and

bird and their features are being the topic or object of

conversation between the girl and the boy. There are

also four dialogue balloons represent the topic being

discussed by the participants. Those dialogue

balloons indicate speech process performed by the

participants.

In terms of circumstances, the picture of building,

plants, sky, and cloud indicate the setting where and

when the conversation is occurred. The building has

three floors and painted in light green while the plants

are in green. The conversation is probably taken place

in school yard because it can be seen from the

representation of school building and plants as the

background. In terms of time when the conversation

is occurred, it can be assume that the setting is in

school time. It can be seen from the presentation of

light blue sky and white cloud that indicate day time.

From the figure 6, the processes related to those

verbal texts are relation process. It can be seen from

the participants and their verb. Relational processes

are processes which relate a participant to its

identification or description (Butt et. al, 2000: 58).

From the texts above, the bird and rabbit are the

things being described while “feathers, beak, and

wings” and “fur, two long ears and little tail” are

description of the participants.

The use of relational process relevant with the

linguistics features of descriptive text. From the

excerpt above it can be seen how Lina describes the

physical features of rabbit and bird. Based on the

syllabus, the students should be able to produce

descriptive text spoken and written. This chapter

provides the example of descriptive text taken from

dialogue text.

From the Figure 6, it can be seen that the image

and the text are interdependent, which is realized by

each of them play a role in a verbal projection. The

image projects the text or vice versa. The boy and the

girl in the image have the function of the Sayer, while

the speech balloon realizes the verbal process, and the

text plays the role of projected wording. Thus the

intersemiotic relation between text and image can be

categorized as Projection – locution (Martinec &

Salway, 2005). Projection is depended on whether

and exact wording is quoted or approximate meaning

is reported. There are two types of Projection:

locution and idea. Locutions are enclosed in speech

bubble and ideas in thought bubble.

In terms of describing the features of bird and

rabbit, the relationships between text and image can

be categorized as elaboration–expansion. The image

and the text are independent, which is realized by the

whole image being related to the whole text. The

logico-semantic relation is expansion, i.e. the level of

generality of the components in the image and the text

is the same, which is realized by them being related

by synonymy. Verbal text describes how the bird and

rabbit look like. The image of bird and rabbit are

related to verbal text which describe their features.

4 CONCLUSION

Based on the findings of the study, there are some

points that could be drawn as a conclusion. In terms

of verbal metafunction, the textbook to some extent

are relevant with the students’ need and the use of

language is quite easy to be understood by the

students on the level of beginner. However, in some

chapters, there are some texts are considered provided

lack of information. In terms of visual text, there are

some images which have same pattern. Thus it was

considered monotonous.

Based on the conclusion there are some

suggestions that can be proposed. The presence of

interesting and relevant images with the topic of the

study is considered important in increasing students

understanding and improving their language skills.

Therefore, the textbook writers should make the

illustration more interesting and relevant to the topic.

Authentic images can be used to give students clear

understanding on the meaning of the text.

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CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology

Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education