‘Are They Merely Pictures?’: Delineating The Images Represented in Acrostic Poems of a Primary School Level EFL Textbook
DOI:
https://doi.org/10.31764/ijeca.v4i3.5834Keywords:
Acrostic Poem, EFL Textbook, Grammar of Visual Design, Image-Text Relation, Logico-Semantics, Multimodal Analysis.Abstract
A picture is considered to have a significant role in facilitating the students' English learning. Thus, understanding the picture represented in an EFL textbook considered one of the sources through which the students learn the English materials is crucial. Nevertheless, to the best of the writers' knowledge, few studies investigating the interrelations between visual and verbal text focusing on the learning material of acrostic poems were found. Thereby, this study aimed to scrutinise the interrelations of the visual-verbal text concerning acrostic poems. To that end, a qualitative research method using Systemic Functional Multimodal Discourse Analysis (SF-MDA) was employed to investigate the analysis units, i.e., the acrostic poems included the images of a primary level EFL textbook. Besides, analysis units were investigated based on the relative status and logico-semantics relations and grammar of visual design deriving from systemic functional linguistics. The findings revealed that the visual image could be construed through ideational, interpersonal, and textual/compositional meanings. Besides, there are some interrelations in a certain extent and fashions between the pictures and the verbal text, indicated by the relative status and logico-semantics comprising independent and complimentary equal status with exposition, exemplification, and extension. In summary, the trinocular meanings, i.e. ideational, interpersonal, and compositional meanings, along with the interactions between the visual image and verbal texts, the pictures are considered to have significant roles in assisting the readers/viewers in understanding the poems due to such an interaction built by the images and verbal texts exist.References
Ayu, M., & Indrawati, R. (2018). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21–25. https://doi.org/10.33365/ts.v16i1.87
Barthes, R. (1977). Image, music, text. Fontana Press.
BatteleforKids. (2019). Framework for 21st century learning definitions. Partnership for 21st Century Learning, 9.
Bezemer, J., & Kress, G. (2010). Changing text: A social semiotic analysis of textbooks. Designs for Learning, 3(1–2), 10–29. https://doi.org/10.16993/dfl.26
Buckingham, L. R., & Litzler, M. F. (2020). Literacy development in EFL textbooks in Madrid’s primary schools. Revista Nebrija de LingüÃstica Aplicada, 27, 129–144. https://doi.org/10.26378/rnlael
Curwood, J. S. (2012). Cultural shifts, multimodal representations, and assessment practices: A case study. E-Learning and Digital Media, 9(2), 232–244. https://doi.org/10.2304/elea.2012.9.2.232
Dougherty, P. (2011). Creative writing and vocabulary acquisition: A study of Emirati college students. 57–69. http://marifa.hct.ac.ae/files/2011/07/Creative-Writing-and-Vocabulary-Acquisition-A-Study-of-Emirati-College-Students.pdf
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75–91.
Hall, E. T. (1966). The hidden dimension. Doubleday. https://doi.org/10.1016/0003-6870(70)90049-9
Halliday, M. A. K., & Matthienssen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.
Hermawan, B., & Sukyadi, D. (2020). Analisis multimodal pada buku teks Sains. UPI Press.
Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. Routledge. https://doi.org/10.4324/9781315638027
Khoii, R., & Amin, E. (2016). Which helps to become a better EFL writer: Creative tasks or communicative tasks? Literacy Information and Computer Education Journal, 6(2), 2295–2302. https://doi.org/10.20533/licej.2040.2589.2016.0303
Kress, G., & van Leeuwen, T. (2002). Colour as a semiotic mode: Notes for a grammar of colour. Visual Communication, 1(3), 343–368.
Kress, G., & van Leeuwen, T. (2021). Reading images: The grammar of visual design (3rd ed.). Routledge.
Kusuma, H. A., & Apriyanto, S. (2018). Strategy on developing English learning material for specific purposes. IJECA (International Journal of Education and Curriculum Application), 1(3), 39–48. https://doi.org/10.31764/ijeca.v1i3.2144
Martinec, R., & Salway, A. (2005). A system for image–text relations in new (and old) media. Visual Communication, 4(3), 337–371. https://doi.org/10.1177/1470357205055928
Marzban, A., & Zokaeieh, S. (2017). Local evaluation of an EFL textbook: ‘Mosaic 1: Listening and speaking.’ Theory and Practice in Language Studies, 7(10), 874–882. https://doi.org/10.17507/tpls.0710.08
O’Halloran, K. L., & Smith, B. A. (2011). Multimodal studies. In K. L. O’Halloran & B. A. Smith (Eds.), Multimodal studies: Exploring issues and domains (pp. 1–13). Routledge.
Puchta, H., Gerngross, G., & Lewis-Jones, P. (2017). Super minds: Student’s book (Special ed). Cambridge University Press.
Richards, J. C. (2001). The role of textbooks in a language program.
Sa’aleek, R. A. (2018). A content analysis of the colors in the EFL textbook of Action Pack. British Journal of Education, Learning and Development Pyschology, 1(1), 57–65.
Sugianto, A., Andriyani, D., & Prasetyo, I. A. (2021). The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 6(1).
Sugianto, A., Denarti, R., & Agung, I. (2021). Uncovering the anti-Islamic sentiment in The New Yorker cover issued on July 21 , 2008: A semiotic analysis. International Journal of English Linguistics, Literature, and Education (IJELLE), 3(1), 44–54. https://doi.org/doi :10.32585/ijelle.v3i1.1450
Sugianto, A., & Wirza, Y. (2021). Cultural contents of an EFL textbook: How is the potential for students ’ intercultural communicative competence development during the COVID-19 outbreak ? Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), 546, 1–6.
Sukyadi, D., Hermawan, B., & Rakhmawati, S. S. (2018). Multimodalitas dalam pembelajaran Bahasa Inggris. UPI Press.
Torres, G. (2015). ‘Reading’ World Link: A visual social semiotic analysis of an EFL textbook. International Journal of English Language Education, 3(1), 239–253. https://doi.org/10.5296/ijele.v3i1.7200
Downloads
Published
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- Authors are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- Authors agree to the following copyright agreement.
Authors who publish with IJECA (International Journal of Education and Curriculum Application) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.