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All Journal Journal of Education and Learning (EduLearn) English Teaching Journal : A Journal of English Literature, Language, and Education Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching Getsempena English Education Journal English Teaching and Linguistics Journal (ETLiJ) ENGLISH FRANCA : Academic Journal of English Language and Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Pragmatics and Discourse Research Dikdimas : Jurnal Pengabdian Kepada Masyarakat International Journal of Education Research and Development Koli Journal: English Language Education NOBEL : Journal of Literature and Language Teaching
Andriani, Agis
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Journal : Journal of Pragmatics and Discourse Research

 1 
The Representation of Counterproductive Religious Values in a Selected Chapter of an Indonesian ELT Textbook: Systemic Functional Multimodal Discourse Analysis Andriani, Agis; Abdullah, Fuad; Nurhaedin, Enjang; Hidayati, Arini Nurul; Rosmala, Dewi; Saputra, Yuyus
Journal of Pragmatics and Discourse Research Vol 4, No 1 (2024)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v4i1.756

Abstract

Countless studies have examined the vital role of ELT textbooks as learning sources, particularly in terms of intercultural, multicultural, and trans-cultural analysis. Yet, none of them specifically talked about religious values as the research focus. Hence, this study aimed at construing religious values represented in a selected chapter of an Indonesian ELT textbook. Descriptive problem-driven content analysis was used as the research design, whilst the research data were collected through document analysis. Later, to analyze the data, the research utilized Systemic Functional Multimodal Discourse Analysis (SF-MDA) (O’Halloran, 2008c) as the framework with a focus on representational meaning and transitivity analysis for each visual and textual data. The findings showed that two data modes represent religiosity, namely visual and verbal data. In visual, religious values (artifacts, beliefs, and behaviors) are represented by the classificational process while in verbal data; they are represented by the material and relational processes. Four of Indonesia's large recognized religious communities were represented namely Christianity, Buddhism, Hinduism, and Confucianism. Yet, there is no single datum that figures Islamic values, whereas, the Islamic community is the largest in the country and even in the world. Hence, this implication suggests that stakeholders (particularly textbook authors) should pay attention to the issue of how to fairly present the five legalized communities' values existing in Indonesia. Therefore, because Indonesia has varied its communities, ethnicities, and backgrounds, ELT textbooks should fairly embody the diversities more over the religious aspects which are the core competence to gain.
HOW NEWS COVERAGE OF NADIEM MAKARIM’S PUBLIC STATEMENT ON THE MERDEKA BELAJAR POLICY IN TEMPO CONSTRUCTED: FAIRCLOUGH’S THREE-DIMENSIONAL MODEL OF CDA Andriani, Agis; Wanfa, Muhammad Ramdhan; Sri, Melisa
Journal of Pragmatics and Discourse Research Vol 5, No 2 (2025)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v5i2.1529

Abstract

This study analyses how news coverage of Nadiem Makarim’s public statement on the Merdeka Belajar policy in Tempo is constructed through Fairclough’s Three-Dimensional model. The objective is to reveal how ideology and power relations are communicated in this discourse. Employing Critical Discourse Analysis (CDA) as its methodological framework, data were collected with document analysis of a Tempo online article Bowen (2009) and examined through Fairclough’s three dimensions that include description (text analysis), interpretation (processing analysis), and explanation (social analysis). Findings show that Nadiem’s statement is represented as an urgency demanding government action that framed across all three CDA stages. At description level, lexical choices, nominalization, passivization, and transitivity foreground ideological framing and underscore governmental leadership in promoting transformative education. At interpretation level, media credibility is negotiated through the selection of news sources and a balance between subjective and objective reporting. At the explanation level, socio-cultural and political contexts, including the Minister’s self-image, ideological conflicts between progressive and conservative group, hierarchical power relation, and enduring traditional cultural values that shape and legitimize the policy discourse. Implications of this study highlight the pivotal role of language in building public trust and legitimizing transformative education reforms. This research offers valuable insights for policy makers, educators, and future CDA studies in educational contexts.
UNVEILING GENDER BIAS IN LEARNING MATERIALS: A MULTIMODAL STUDY OF MALE AND FEMALE REPRESENTATIONS ININDONESIAN PRIMARY ELT TEXTBOOKS Andriani, Agis; Rahayu, Kristia Maulida; Sri, Melisa
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1564

Abstract

This study investigates gender representation in the My Next Words English textbook for Grade 3, developed under Indonesia’s Emancipated Curriculum. Using the Systemic-Functional Multimodal Discourse Analysis (SF-MDA) framework, which integrates Halliday’s transitivity system and Kress & van Leeuwen’s visual grammar, the research analyzes textual and visual elements from two selected units. The findings reveal consistent patterns of imbalance in gender representation. Male characters are frequently positioned as active participants through material processes, central placement in illustrations, and visual prominence achieved through size, color, and composition. In contrast, female characters are often depicted in passive or symbolic roles, associated with social or cultural identity markers such as the hijab, and placed in supporting positions within the visual layout. While these portrayals reflect broader cultural norms, they also risk reinforcing traditional gender stereotypes among young learners. The study highlights that such patterns are not neutral but ideological, shaping students’ perceptions of gender roles from an early age. These findings suggest the need for greater attention to gender equity in the design of educational materials. The paper recommends that curriculum developers, textbook writers, and teachers critically evaluate gendered representations to foster more inclusive learning environments. Future research should expand to multiple grade levels and publishers and explore students’ and teachers’ responses to these materials to provide a more comprehensive understanding of how textbooks construct gender identities in education.
Co-Authors Abdullah, Fuad Amanda, Fauziah Anwar, Dede Anwari, M. Rifqi Romdoni Asri Siti Fatimah, Asri Siti Belkis, Salma Ayu Dewi Rosmala, Dewi Fera Sulastri, Fera Hadiningrum , Akhiria Hendriani, Riska Azizah Hidayati, Arini Nurul Irsalina, Siti Izzati, Aina Amalia Maulida, Eki Rizkia Maulina, Rena Melisa Sri, Melisa Nanzila, Intan Neni Marlina Novianti, Litany Tiara Nuraini, Chandra Nurhaedin, Enjang Permatasari, Sylvia Arini Pertamana, Dede Rahayu, Kristia Maulida Rianti, Ade Santiana Santiana Saputra, Yuyus Silvani, Dea Siti Sarah, Siti Syafira, Noer Aini Nanda Syakira, Sitti Tandiana, Soni Tantan Wanfa, Muhammad Ramdhan Yanuar, Reza