Abstract
This paper focused on analysing the visual values found in the Pathway to English 3 textbook. In conducting this research, a descriptive qualitative approach was used. The content analysis model was applied. The data was taken from an English textbook published by Erlangga in 2015 entitled Pathway to English 3. A documentation approach was used to collect the data. The textbook was examined the data based on Kress and Leeuwen (2006) visual complementarity. There are three results of the research. First, most participants employed in Pathway to English 3 textbook are human participants (53.4%). Meanwhile, the non-human participants mostly used are object participants. Second, in terms of interactive meaning, the textbook supports the medium shot (69.5%) and the oblique perspective (54.9%). All of the pictures in the book are in black and white (100%). Additionally, (81.7%) images have a background. Last, from the compositional meaning, it was found that the images in the textbook are more presented to be informative (38.6%) rather than illustrative (34.8%) and decorative (26.6%). Furthermore, the dominant positions of the images are top/bottom position (60.7). In conclusion, textbook pictures can serve pedagogical purposes by supporting students in completing the tasks that follow the pictures.
Highlights
English is a media used to attain and deliver information, express thoughts, feelings, and enhance science, technology, and culture in the Indonesian curriculum
The research method employed in this study is qualitative approach. It focused on the content analysis of the cases concerning the visual elements in Pathway to English 3 textbook published by Erlangga
Results of interactive meaning The following table provides information about the result of the interactive meaning in the pictures contained in the ‘Pathway to English 3’ English textbook
Summary
English is a media used to attain and deliver information, express thoughts, feelings, and enhance science, technology, and culture in the Indonesian curriculum. Recalling our experiences using textbooks while we were students, Indonesian English textbooks contained contents that had been localized (Aytug, 2007). These contents were frequently about varieties of national cultures and values written in English. Pictures and visuals were mostly the representatives of local people and local contexts We assumed that this pedagogical practice remains the same for the current e-textbooks that have been analysed. There are three categories analyzed in the interactive meaning to outline the narrative values in the pictures: distance, perspective, and modality (colour and background). Close shot pictures are the least used distance in textbook pictures. There are only eight pictures that are represented in the long-shot distance or 9.8% of the whole human pictures. The example of long shot pictures is as shown below
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