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All Journal Cakrawala Pendidikan Passage Syntax Literate: Jurnal Ilmiah Indonesia JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education TLEMC (Teaching and Learning English in Multicultural Contexts) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah
Budi Hermawan
Universitas Pendidikan Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

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The Ideational Meanings of Multimodal Texts Presented in an EFL Textbook Dea Putri Rafelina; Budi Hermawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 2 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i2.5815

Abstract

This study explores the ideational meanings of multimodal texts in an EFL textbook entitled “Bahasa Inggris: When English Rings a Bell”. This study aims to describe the meanings of visual and verbal modes from ideational aspects. The visual modes were analyzed by using Visual Grammar Design framework (Kress van Leeuwen, 2006). Meanwhile, the verbal modes were analyzed using Systemic Functional Grammar theory focusing on the Transitivity system (Halliday, 1994). The ideational aspects of this study focus on components like participants, processes and circumstances. This study applied Systemic Functional Multimodal Discourse Analysis (henceforth SF-MDA) methodology. The findings of this study found that the dominant process types used in realizing the ideational meaning of the verbal text is relational process. Meanwhile, the ideational meaning of visual text is realized mostly through speech process. This study showed that the presentation of multimodal texts in the EFL textbook is relevant to the teaching and learning activity for the Junior high school students. Keywords: multimodality, ideational meaning, systemic functional grammar, multimodal analysis
DMC in EFL classroom: Its possible pedagogical values to develop students’ digital literacy and creative expression Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.16325

Abstract

This study investigates the implementation of Digital Multimodal Composing (DMC) in an Indonesian EFL context, with particular attention to students’ composing processes and their application of the Grammar of Visual Design (GVD). Adopting a qualitative case study design, the study was conducted over one academic semester and integrated the Genre-Based Approach (GBA) with multimodal instruction. The participants were twenty-eight undergraduate students enrolled in an English Education program who worked in four groups to produce four digital posters as the final outcome of the Independent Construction stage. All posters were designed using the Canva application and represented different genres, including narrative, informative, and persuasive texts. Data were collected through classroom video recordings, field notes, and semi-structured interviews with six purposively selected students. The findings show that students were able to integrate visual, verbal, and spatial modes in their poster designs, demonstrating an emerging understanding of representational, interactional, and compositional meanings. While students initially experienced difficulties in balancing modes and making deliberate design choices, scaffolded instruction through the GBA stages supported their gradual development of multimodal awareness. The posters illustrate students’ ability to apply GVD principles in culturally relevant and socially meaningful contexts, highlighting the pedagogical value of DMC for fostering digital literacy, creative expression, and genre awareness in EFL learning.Keywords: Digital Literacy, DMC, EFL Classroom, GBA
Co-Authors Asrie Joestika Auliarachma Awaliah, Yatun Romdonah Dallyono, Ruswan Dea Putri Rafelina Didi Sukyadi Dingding Haerudin Emi Emilia Gunawan, Wawan Muhammad Aziz Nurdinsyah Ni’matusy Syifa Auliya Nurul Alfiah Ajeng Wahyu Parmawati Parmawati* R. Dian Dia-an Muniroh Raynesa Noor Emiliasari Rd Safrina Riesky Riesky RUHALIAH Dr., RUHALIAH Sutrisna Wibawa Tri Indri Hardini Yunita Ayuningsih Zalinda Salsabilla Firdausyiah