EXPLORING THE MULTIMODAL DISCOURSE OF THE INTERACTIVE MEANING IN THE SELECTED COVER ENGLISH TEXTBOOK

FACHARUL, IKHSAN (2026) EXPLORING THE MULTIMODAL DISCOURSE OF THE INTERACTIVE MEANING IN THE SELECTED COVER ENGLISH TEXTBOOK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Textbooks are essential educational tools used across all grade levels, with visual and verbal elements playing a critical role in enhancing students' learning experiences. The interaction between these elements creates interactive meanings that influence students' learning expectations and initial perceptions of textbook content. Understanding multimodality is crucial to interpreting how visual and verbal elements work together to convey meaning. This study employs a multimodal discourse analysis (MDA) approach to examine the interactive meanings generated by the covers of selected English textbooks. The purpose of this research is to analyze how multimodal elements (visual and verbal) on English ‎ textbook covers collaborate to create interactive meaning and the impact of the interactive meaning generated by the ‎ interaction of visual and verbal elements on textbook covers on students' ‎ learning expectations and their initial perceptions of the book's content. This qualitative study utilizes Kress and Van Leeuwen’s visual grammar framework to analyze data from the covers of Bahasa Inggris: Work in Progress, English in Mind: Second Edition, Student's Book 3, and Bahasa Inggris (2017 Edition). The findings reveal that elements such as diverse human figures, cultural symbols, color schemes, and typography create interactive meanings that promote inclusivity, global connectivity, and dynamic learning environments. These multimodal elements shape students' perceptions by fostering positive emotional responses, setting expectations for collaborative learning, and highlighting the relevance of English in both local and global contexts. The study concludes that the strategic integration of visual and verbal elements significantly impacts students' motivation and readiness to engage with learning materials.

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