MULTIMODAL CONTENT ANALYSIS OF 21ST CENTURY SKILLS IN AN ENGLISH TEXTBOOK
Abstract
English textbooks are a valuable tool for promoting the development of 21st century skills. Meanwhile, multimodal texts in textbooks are employed by authors to convey meaning through verbal and visual modes, thus necessitating the adoption of multimodal analysis as the most efficacious method for its elucidation. Regrettably, there exists a dearth of literature concerning the application of this approach for
analyzing textbooks. To fill this gap, the study examined 21st century skills in an English textbook. This study used content analysis with multimodal social semiotic approach. The subject of the study was an English textbook “English for Nusantara” for the seventh-grade students. The result shown that critical thinking and problem-solving skill was the most frequent type. However, the study did not find any mention of media literacy, and there were only a few instances of economic literacy and global awareness. It is suggested that future revisions should include them. Moreover, English teachers are urged to actively participate in the process of textbook selection and augment the instructional materials with supplementary resources to mitigate any inadequacies of the textbook.
Keywords
Full Text:
PDFReferences
Abdullah, F., Hidayati, A., Andriani, A., Silvani, D., Ruslan, R., Tandiana,
S.T., & Lisnawati, N. (2022). Fostering students’ multimodal
communicative competence through genre-based multimodal text analysis: An action research. Studies in English Language and Education, 9(2), 11.
Ahaotu, J. O., & Oshamo, O. A. (2023). A Multimodal Discourse Analysis of Selected Social Media Posts on the BlackLivesMatter Protest. Journal of Pragmatics and Discourse Analysis,
(1), 25-35.
Cahya, I. D., Sutarsyah, C., & Suparman, U. (2020). The evaluation of English textbook entitled ‘Stop bullying now.’. Unila Journal English
Teaching, 9(1).
Corr, C. A. (2020). Elisabeth Kübler-Ross and the “five stages” model in a sampling of recent American textbooks. OMEGA-Journal of Death
and Dying, 82(2), 294-322.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
Isnaini, F., Setyono, B., & Ariyanto, S. (2019). A visual semiotic analysis of multicultural values in an Indonesian English textbook. Indonesian Journal of Applied Linguistics, 8(3), 536-544.
Kress, G., & Van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. Routledge.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology: Sage publications.
Majid, S., Foo, S., & Chang, Y. K. (2020). Appraising information literacy skills of students in Singapore. Aslib Journal of Information Management, 72(3), 379-394.
Mitsea, E., Drigas, A., & Mantas, P. (2021). Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century. International Journal of
Online & Biomedical Engineering, 17(4).
Naderi, A. N., Rostami, A. S. A. A., & Shariati, M. (2019). The effects of multimodality on reading comprehension and vocabulary retention among Iranian EFL learners. Iranian Journal of English for Academic Purposes, 8(4), 86-101.
Nahar, S. (2022). Improving Students' Collaboration Thinking Skill under the Implementation of the Quantum Teaching Model. International Journal of Instruction, 15(3), 451-464.
Nhem, D. (2020). Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness.
Paper presented at the ELT Forum: Journal of English Language
Teaching.
Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., & Sales, D. (2020). Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy. Scientometrics, 124, 1479-1510.
Prihatiningsih, F. I. (2020). EFL coursebooks: A path to reach intercultural communicative competence. Lingua: Jurnal Bahasa
dan Sastra, 20(2), 165-172.
Rakhmawati, D. M., & Priyana, J. (2019). A Study on 21st Century Skills Integration in the English Textbook for Senior High School. JEES
(Journal of English Educators Society), 4(1), 9-16.
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st century: Teaching English in a changing world.
Multilingual Matters, 81.
Salabiah, S., Sutiono, C., Arini, D. N., & Mu’in, F. (2019). The
Appropriateness of Content, Language, And Presentation in
Pathway to English For Senior High School. LINGUA EDUCATIA, 1(2),
-137.
Shanta, S., & Wells, J. G. (2022). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education,
(1), 267-285.
Sulam, K., Syakur, A., & Musyarofah, L. (2019). The implementation of 21st century skills as the new learning paradigm to the result of students' career and life skills. Magister Scientiae, 2(46), 228-237.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: John Wiley & Sons.
Weninger, C. (2021). Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 34(2), 133-146.
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL quarterly, 47(4), 694-716.
Wibowo, A., Narmaditya, B. S., Widhiastuti, R., & Saptono, A. (2023). The linkage between economic literacy and students’ intention of starting business: The mediating role of entrepreneurial alertness. Journal of Entrepreneurship, Management and Innovation, 19(1), 175-196.
DOI: https://doi.org/10.25134/erjee.v12i1.7805
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 English Review: Journal of English Education