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All Journal JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Muhammad Agung Ibrahim
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media

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The Representation of Environmental Issues in an EFL Module for Primary School: A Multimodal Analysis Muhammad Agung Ibrahim; Ika Lestari Damayanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.734

Abstract

By using a qualitative textual analysis with a multimodal approach, this study explores how environmental issues are depicted in the relations of verbal and visual texts of an EFL module for primary school. The data were obtained from an EFL module for the fifth grade made by the EYL Course Design course students at one university in Bandung. In analysing the data, this study utilized three frameworks: Halliday and Mathiessen’s (2014) Transitivity system, Kress and van Leeuwen’s (2006) Visual Grammar, and Royce’s (1998) Intersemiotic Complementarity. The findings show that, by using a story, the module represents three points of drought-related environmental issues: the causes, the effects, and the solutions. The causes are mostly depicted visually by Transactional Action processes in which the Actors use water as the Goal or the Means in excess. The effects are mostly depicted verbally by Mental, Existential, and Relational processes that indicate human need for water. Meanwhile, the solutions are mostly depicted verbally by Material processes in which water (Goal) becomes an element to be saved by the Actors. In terms of complementarity, most of the elements of verbal and visual texts are completed by each other. Hence, encouraging students’ comprehension of the module, especially related to environmental issues, could be expanded by identifying both texts as a single whole.  
Teachers’ practices and challenges in teaching multimodal texts: Insights from Indonesian secondary school EFL classrooms Ika Lestari Damayanti; Budi Hermawan; Nur Hafiz Abdurrahman; Arif Husein Lubis; Muhammad Agung Ibrahim
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1648

Abstract

Literacy has undergone a profound transformation in recent decades, shifting from an emphasis on reading and writing print-based texts to a recognition that multimodal meaning-making is the core of 21st-century communication. Indonesia has long faced significant challenges in promoting language and literacy, and the recent national English language curriculum underscores the need for pedagogical activities that develop students’ multimodal literacy skills and competencies. This paper reports on a study investigating the teaching and learning of multimodal texts, seeking to equip both educators and students with multiliteracies perspectives for classroom practice. The principal research question investigates how teachers incorporate multimodal literacy, as evidenced by two data-collection techniques: (1) focus-group discussions involving nine English teachers and (2) classroom observations of two selected teachers. Employing a case-study design to facilitate an in-depth contextual analysis, the research captures situated practice through the critical framing of teachers’ efforts and their transformed activities to encourage multimodal literacy in the classroom. The findings reveal that participating teachers employed elements of multimodal literacy primarily during pre-teaching activities using multimodal resources. However, they also reported limited familiarity with multimodal literacy-enhancement strategies. They expressed a strong desire for further professional development to effectively comprehend and master multimodal literacy in diverse classroom contexts.
Co-Authors Budi Hermawan Ika Lestari Damayanti Nur Hafiz Abdurrahman