AN ANALYSIS OF MULTIMODAL DISCOURSE ANALYSIS TOWARDS ENGLISH TEXTBOOK USED BY STUDENTS AT SCHOOL

Abstract

Communication in learning can be assisted by the use of teaching materials, one of which is the use of a multimodal approach. This is in line with the multimodal principle which can streamline communication, so that the meaning conveyed will be more easily understood due to the use of various modals to support the existing meaning. Based on this, a study was conducted with the aim of knowing multimodality in an English book teaching material for elementary schools. Multimodality in teaching materials is considered important to analyze because it can affect the learning process. The research design conducted by researchers is a qualitative approach. The source of the data in this study was elementary school English textbooks. The instrument used is a multimodal indicator through linguistic metafunctions and the use of intersemiosis meaning. The data collection technique that the researchers used was a documentation study with a content analysis methodology. The results of the study show the findings of multimodal indicators through linguistic metafunctions and intersemiosis. From linguistic metafunction, it shows linguistic, visual, gesture, and spatial modality as much as 23.73% and for audio mode as much as 5.08%. from the results of intersemiosis found ideational 29.73%, interpersonal 37.84%, and textual 33.43%. These results indicate the conclusion that elementary school students' English books cannot yet be called multimodal teaching materials. The implications of this research are as a reference for teachers to develop media teaching materials, as a reference for updating student books, and to add to the repertoire of multimodal studies in Indonesia.