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All Journal PREMISE: Journal of English Education and Applied Linguistics IJoLE: International Journal of Language Education TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan ENGLISH FRANCA : Academic Journal of English Language and Education Journal of Pragmatics and Discourse Research International Journal of Educational Best Practices
Melisa Sri, Melisa
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Transportation Other

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Journal : Journal of Pragmatics and Discourse Research

 1 
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 Andriani, Agis Asri Siti Fatimah, Asri Siti Belkis, Salma Ayu Faisal, Rachmatia Fajrina Fera Sulastri, Fera Haniyah, Rana Hidayati, Arini Nurul Neni Marlina Rahayu, Kristia Maulida Ramalia, Tenia Ratu Sarah Pujasari, Ratu Sarah Ruslan Ruslan Santiana Santiana Silvani, Dea Wahidah, Salma Samrotul Wanfa, Muhammad Ramdhan Widia Yunita, Widia