A MULTIMODAL DISCOURSE ANALYSIS OF

THE COVERS OF SELECTED ENGLISH TEXTBOOKS

A Thesis
Submitted in Partial Fulfillment of the Requirement
for S-1 degree

By:

NOVI PUTRI

NPM. 1811040102

Study Program : English Education

Supervisor : Dr. Mohammad Muhassin, M. Hum
Co-Supervisor : Yulan Puspita Rini, M. A

FACULTY OF TARBIYAH AND TEACHER TRAINING

RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG

2022
 ii

ABSTRACT

Nowadays, research on multimodal discourse analysis is very interesting to be analyzed. For this
case, that’ s why multimodal discourse analysis is the best approach to use in this research because, in
MDA, the deep understanding of the combination of verbal elements, visual elements, and image in the
covers will be analyzed and also supported by systemic functional linguistic in focusing linguistic aspect
from the object. The objectives of this research is to describe the representational meaning of visual
resources in the covers of selected English textbooks and how the verbal modes and visual modes
strengthen each others meaning in the covers of selected English textbooks. This is a qualitative research
using a multimodal discourse analysis framework. Visual and verbal data were obtained from five covers
of selected English textbooks. Visual data were analyzed by representational meaning by Kress & van
Leeuwen. The analysis is completed with Cheong’ s Generic Structure of Potential in analysing the
structure of the covers of selected English textbook. Meanwhile, the intermodal meaning relations were
viewed from Intersemiotic Complementarity proposed by Royce. The research found that the covers had
all the representational meaning those are narrative representation and conceptual representation.
Narrative representation which includes action process (17,19%), reactional process (56,25%), mental
process (7,81%), verbal process (14,06%), and conversion process (4,69%). Conceptual representation
which includes classificational process (23,08%), analytical process (38,46%), symbolic process
(38,46%). The visual components of the covers include lead, display, and emblem. Whereas in terms of
verbal components of the covers include announcements and emblem. Verbal and visual modes support
each other to form cohesion through the relations of repetition (33,33%), synonymy (33,33%), and
meronymy (33,33%). With the cohesion, the verbal texts of the covers strengthen the visual images and
vice versa. Cooperation between verbal texts and visual images is to deliver the messages of the covers to
the viewers.

Keywords: Covers, English Textbooks, Intersemiotic Complementarity, Multimodal Discourse Analysis,

Representational Meaning.
 xi

TABLE OF CONTENTS

Page
COVER ............................................................................................................................................. i
ABSTRACT ...................................................................................................................................... ii
APPROVAL LETTER..................................................................................................................... iii
ADMISSION LETTER.................................................................................................................... iv
FREE-PLAGIARISM LETTER ..................................................................................................... v
MOTTO............................................................................................................................................. vi
DEDICATION .................................................................................................................................. vii
CURRICULUM VITAE .................................................................................................................. viii
ACKNOWLEDGEMENT ............................................................................................................... ix
TABLE OF CONTENTS ................................................................................................................. xi
LIST OF TABLES ........................................................................................................................... xiii
LIST OF FIGURES ......................................................................................................................... xiv
LIST OF APPENDICES .................................................................................................................. xv
CHAPTER I. INTRODUCTION
A. Title Confirmation ................................................................................................................. 1
B. Background of the Problem ................................................................................................... 1
C. Focus and Sub-focus of the Research .................................................................................... 4
D. Problem Formulation ............................................................................................................. 4
E. Objective of the Research ...................................................................................................... 5
F. Significance of the Research .................................................................................................. 5
G. Relevant Research ................................................................................................................. 5
H. Research Method ................................................................................................................... 6
1. Research Design ............................................................................................................. 6
2. Source of Data ................................................................................................................ 7
3. Research Instrument ....................................................................................................... 7
4. Data Collecting Technique ............................................................................................. 7
5. Research Procedure ........................................................................................................ 7
6. Data Analysis ................................................................................................................. 8
7. The Trustworthiness of the Data .................................................................................... 9
I. Systematics and Discussion .................................................................................................... 10
CHAPTER II. LITERATURE REVIEW
A. Systematic Functional Linguistics ......................................................................................... 11
B. Ideational Meaning ................................................................................................................ 11
C. Transitivity System ................................................................................................................ 12
D. Visual Grammar Analysis ..................................................................................................... 13
E. Multimodal Discourse Analysis ............................................................................................. 16
F. Intersemiotic Complementarity .............................................................................................. 17
G. Cover Design ......................................................................................................................... 18
H. English Textbook................................................................................................................... 18
CHAPTER III. DESCRIPTION OF THE RESEARCH OBJECT
A. General Description of the Object ......................................................................................... 19
B. Fact and Data Display ............................................................................................................ 19
CHAPTER IV. FINDING AND DISCUSSION
A. Finding................................................................................................................................... 21
B. Discussion .............................................................................................................................. 23
1. The Realization of Representational Meaning in 5 Covers of Selected English
Textbooks by Kress and Leeuwen's Theory ................................................................... 23
2. The Realization of Intersemiotic Complementarity in 5 Covers of Selected English
Textbooks by Royce's Theory ........................................................................................ 36
CHAPTER V. CONCLUSION AND SUGGESTION
 xii

A. Conclusion ............................................................................................................................. 49
B. Suggestion ............................................................................................................................ 49
REFERENCES ................................................................................................................................. 51
APPENDICES .................................................................................................................................. 53
 xiii

LIST OF TABLES

Table Page
2.1 The Corresponding Relation Between the Three Metafunctions in SFL and VG ........................ 13
2.2 Intersemiotic Complementarity for Experiential Metafunction ................................................... 17
3.1 The Representational Meaning of Narrative Representation in the Covers of Selected
English Textbooks .............................................................................................................................. 20
3.2 The Representational Meaning of Conceptual Representation in the Covers of Selected
English Textbooks .............................................................................................................................. 20
3.3 The Intersemiotic Complementarity in the Covers of Selected English Textbooks ..................... 20
4.1 The Result of Representational Meaning of Narrative Representation in the Covers of
Selected English Textbooks ............................................................................................................... 21
4.2 The Result of Representational Meaning of Narrative Representation in the Covers of
Selected English Textbooks ............................................................................................................... 22
4.3 The Result of Intersemiotic Complementarity in the Covers of Selected English Textbooks ..... 22
 xiv

LIST OF FIGURES

Figure Page
4.1 Critical Reading and Writing English Textbook Cover ............................................................... 23
4.2 English (H.L.) Grammar & Writing Skills English Textbook Cover ........................................... 26
4.3 English Now! Listening and Speaking in Everyday Life English Textbook Cover ..................... 28
4.4 Real Lives Real Listening Advanced B2-C1 English Textbook Cover ....................................... 30
4.5 Real Listening & Speaking English Textbook Cover .................................................................. 34
 xv

LIST OF APPENDICES

Page
Appendix 1 Critical Reading and Writing English Textbook Cover.................................................. 53
Appendix 2 English (H.L.) Grammar & Writing Skills English Textbook Cover ............................. 54
Appendix 3 English Now! Listening and Speaking in Everyday Life English Textbook Cover ....... 55
Appendix 4 Real Lives Real Listening Advanced B2-C1 English Textbook Cover .......................... 56
Appendix 5 Real Listening & Speaking English Textbook Cover ..................................................... 57
 1

CHAPTER I
INTRODUCTION

A. Title Confirmation
It is important to clarify the words linked to the title of this proposal as a first step in getting
an understanding in order to alleviate the process of writing this undergraduate thesis proposal
entitled A Multimodal Discourse Analysis of the Covers of Selected English Textbooks. In the title of
this undergraduate thesis proposal, there is an explanation of how various terminology should be
understood. The explanation is as follows:
1. Multimodal Discourse Analysis
Multimodal discourse analysis can be defined as practices of using multisemiotics resources
to enrich the quality of communication especially for making meanings that are distributed
using various modes and mediums. The importance of multimodal analysis is as a result of
the rise of modern texts that not only contain verbal texts but also visual texts that are caused
by technological advances in the printing industry.
2. Cover Design
Cover design is the visual appearance of the cover of textbook and plays a key word in
shaping the first impression of textbook's content since it serves to set a precise horizon of
expectation. Cover design involves everything from concept, genre, layout, font, and image.
It also includes items such as: textbook title, subtitle, edition number and type (if relevant),
author(s) or editor, name of institution sponsor or funder, and attribution statement for cover
art.
3. English Textbook
English textbooks are undoubtedly the most popular teaching materials used in foreign
language classes. It is defined as a book that teaches a particular subject and that is used
especially in schools and colleges. As an authority, a textbook is seen as valid, reliable,
written by experts and authorized by important publishers or ministries of education.

B. Background of the Problem

In daily life, language holds important role in the life of a society as a communication media.
Language is both a system of communication between individuals and a social phenomenon.
Language is used to deliver the messages or intent of the speaker to the listener. Beside that, language
is also used for negotiation, introduction and socialization. A human can’ t communicate in any real
sense without language. So, the human can't be separated from language in daily communication
process.
In communication process, not only uses one language to communicate but also two
languages or even more. In other words, the diversity of language in society makes people able to
communicate in more than one language. According to Webster linguistic defines as the study of
human speech that includes unity, nature, structure, and language change.1 It can be concluded that
linguistics is a study that learns about language. There are many aspects that contribute to the way
people using their language. One aspect which influenced is society. In islamic perspective, using
appropriate language with the society around is explained in Q.S Ibrahim verse 4
ِ ‫ان قَ ْومِ ِۦه ِليُ َب ِيِّنَ لَ ُه ْم فَي‬
‫۝‬4 ‫ُض ُّل هللاُ َم ْن َيشَآ ُء َوه َُو ال َع ِزي ُْز ال َح ِك ْي ُم‬ ِ ‫س‬ ُ ‫س ْلنَا مِ ْن َّر‬
َ ‫س ْو ٍل ِإالَّ ِب ِل‬ َ ‫َو َمآ أ َ ْر‬

1Muhassin, M. (2014). Telaah Linguistik Interdisipliner Dalam Makrolinguistik. English Education: Jurnal
Tadris Bahasa Inggris, 6(1), 1-20
 2

“We sent not a messenger except (to teach) in the language of his (own) people, in order to
make (things) clear to them. So Allah leads astray those whom He pleases and guides whom He
pleases and He is exalted in power, full of wisdom” (Q.S Ibrahim verse 4)2
Through that verse, it is clear that using appropriate language in a society is very important. It
is because the message which is going to be delivered will be accepted by the hearer or people in that
society greatly without any misunderstandings. It has been known by people that the intention of
using language is to make the idea in mind being understood by the hearer.
Language is used to deliver the information. The development of technology and graphic
design make humans more creatively present information through images with interesting text and
color combinations. Images combine with color, text and layout so it can form a discourse that can
understood by people. When combining text and images in presenting information, discourse are
based on certain ideologies that contains visual and verbal meaning. The great reader should be able
to interpret the discourse to minimize errors in receive information and message.
When we talk about discourse, generally the first thing that we will focus is on words. Words
are identified as the representation of a discourse. There are many aspects talking about discourse. It
can be discussed through advertisements, news elements, political speeches, movies, fashions, games,
musics, and all things or ways that interact with human being. Discourse also communicates about
semiotic resources and modes.
Lim as cited in Guo and Feng proposes that the society is full of various semiotic resources,
which create the significance by the cooperation of signs.3 In line with Lim, Kress and van Leeuwen
also propose that The so-called modes include visuals, gestures and actions, form the social resource
modal in the use of process just like the language, therefore, the semiotic resources always have
social meaning.4 Semiotic resources which help the meaning making process, the experiences and
learning becomes sensible.5 So, all these aspects can be analysed using multimodal.
O’ Halloran also studies the modes in a multimodal discourse, and interprets how these
modes act together to reflect its significance according to systemic functional grammar.
Multimodality is a terminology used to refer to the way people communicate using different modes at
the same time. According to Kress & van Leeuwen, a multimodal text is concerned with texts that
contain the interaction with both verbal and visual semiotic modes in order to achieve the
communicative functions of the text.6 According to Halliday Systemic Functional Linguistics theory
is the basis of multimodal research, mainly focusing on conceptual meaning.7 Halliday uses the term;
each social semiotic justifies both a conceptual function, a function of demonstrating the world
around and within us, and an interpersonal function, a function of social communication as social
relatives.
In place of communication purposes, multimodality refers to a combination of writing,
speaking, visualization, sound, music and etc. Based on Halliday’ s systemic functional grammar,
Kress and van Leeuwen in Guo and Feng propose the theory of Visual Grammar believing that every
semiotic system has the ability to project the social relations between the receivers and the speakers.8
Those studies above have made a great contribution to the knowledge of the multimodal discourse
analysis and have a further enrichment to multimodal discourse analysis theory.

2 M. A. S Abdul Haleem. (2005). The Quran. New York: Oxford University Press. p. 158
3 Guo, Feng. (2017). A Multimodal Discourse Analysis of Advertisements-Based on Visual Grammar. JAH
(Journal of Arts & Humanities). 6(3). p. 59
4 ibid. p. 60
5 Surmiyati, Hery. (2017). Multimodal Analysis and the Cultural Context of Indonesian English Textbooks.

https://www.researchgate.net/publication/319643671 p. 4
6 Kress, G. & Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design. London: Routledge.
7 Halliday, M. A. K. (2004). An Introduction to Functional Grammar. London and New York: Arnold.
8 Guo, Feng. Op. Cit. p. 59
 3

Multimodal is chosen in this research because this is a new way to communicate with other.
Nowadays, research on multimodal discourse analysis is very interesting to be analyzed. For this case,
that's why multimodal discourse analysis is the best approach to use in this research because, in MDA,
the deep understanding of the combination of verbal elements, visual elements, and image in the
covers will be analyzed and also supported by systemic functional linguistic in focusing linguistic
aspect from the object.
Based on the phenomenon above, the researcher tries to investigate the issues that occur in
the covers of English textbooks that has never been done previously. It is interested to be analyzed
because the design of a cover is usually unique and catches the attention of the readers especially for
teachers and students in teaching and learning process. A well-designed cover is the first assurance
the reader has that the book is of a high quality, both in content and delivery. The importance of cover
design has prompted many big publishers to come up with different covers for different markets,
catering to the unique culture of each region. Designers are trying to activate a series of connections,
value, and assessment through cover design. The covers is designed to contain a number of meanings
that are generally of course just describe the contents of the English textbook and specifically
contains an ideology to be fought for.
Using a semiotic resources of multimodal discourse analysis, the reader can interpret the
covers design of the English textbook with a combination of pictures, colors, text, and text layout on
combination pictures and colors. The author has certain ideology represented through a combination
of images, colors, and the text. Kress and van Leeuwen as cited in Diyan & Dina state that images,
text, and color is a design element that functions as a sign system of knowledge of visual and viewer
relationships.9 Therefore, the researcher chooses a media (cover) to be observed using multimodal
discourse analysis, which is very interesting to be analyzed by the researcher.
In this research, the researcher is interested to conduct the research to look for the use of
multimodal discourse analysis. There are several researchers who have conducted the research about
multimodal discourse analysis. Dealing with this research, the researcher takes some relevant
researches which have been investigated. The first researcher is Mohammad Muhassin in 2022 with
the title "A Multimodal Analysis of Umrah Pilgrimage Advertisement". This research aims to explore
visual and verbal modes employed in Umrah pilgrimage advertisement, the meanings conveyed by
the modes, and the meaning relations built by the modes to strengthen the advertisement message.
Utilizing the generic structure framework of advertising, visual data were analyzed by Visual
Grammar Kress & van Leeuwen and verbal data were scrutinized by Systemic Functional Grammar
Halliday & Matthiessen. Meanwhile, the intermodal meaning relations were viewed from
Intersemiotic Complementarity by Royce. The research found that the advertisement had all the
generic structures, namely lead, display, visual emblem, announcements, enhancer, verbal emblem,
tag, and call-and-visit information. In verbal modes, the nominal groups represent the ideational
meaning, whereas the imperative clause serves as ideational, interpersonal, dan textual meanings. In
addition, visual modes include representational, interactive, and compositional meanings. Verbal and
visual modes support each other to form cohesion through the relations of repetition, synonymy,
homonymy, meronymy, and collocation. With the cohesion, the message of the advertisement
conveyed to the readers becomes more communicative and persuasive so that it can arouse the
readers’ interest in using the product services of the company.
The second research by Intan Azkiyah, Didin Nuruddin Hidayat et al., in 2021 with the title
"A Multimodal Discourse Analysis of Disneyplus Hotstar Indonesia TV Advertisement". This
research aims to explore the multimodal analysis of the DisneyPlus Hotstar Indonesia TV

9 Diyan, Dina. (2018). A Multimidal Discourse Analysis (MDA) on Bidadari Bermata Bening Novel by

Habiburrahman El-Shirazy. Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia. Volume 4. Issue 2. p. 217
 4

Advertisement. The results show that DisneyPlus Hotstar Indonesia TV advertisement has a
multimodal semiotic system consisting of linguistic, visual, audio, gestural, and spatial elements.
Each multimodal semiotic system is closely related to constructing advertising meaning. The message
is understandable for the audience. Moreover, this research is expected to contribute to developing
the discourse analysis discipline, especially multimodal analysis.
The last research by Maulydia Tamara Savitri and Rusdi Noor Rosa in 2019 with the title "A
Study of Multimodal Analysis in Smartphone Advertisement". This research aims to analyze
multimodal in Samsung Galaxy S9 audiovisual advertisement using the systemic functional
linguistics theory by Halliday, multimodal theory by Kress and van Leeuwen and generic structure
analysis theory by Cheong. The finding of this research obtained that all semiotic systems in
Samsung Galaxy S9 are in harmony and complete each other. The analysis also shows that there are
five generic structures found in this advertisement video; lead, display, announcement, emblem, call
and visit. Meanwhile, the other structures (tag and enhancer) are not found in this advertisement.
In this study, the researcher looks for the use of multimodal discourse analysis of the covers
of selected English textbooks exactly in the representational meaning and intersemiotic
complementarity. Actually, there is resemblance between the previous researches with this research.
The researcher become motivated to investigate this research because it is inevitably limited and
different from the previous researches based on two reasons. First, the object of this research is the
covers of selected English textbooks, which are foreign and domestic English textbooks.
The researcher compares the covers of selected English textbooks because its can enrich the
repertoire of English textbooks and we can know the advantages and disadvantages of each textbook
both foreign and domestic English textbooks. So, it can be an improvement material for the better
English textbooks in the future. The second reason is the researcher seek the representational meaning
which argued by Kress and van Leeuwen and intersemiotic complementarity which argued by Royce.
So, based on the explanation above, the researcher is really motivated to conduct a research entitled
“ A MULTIMODAL DISCOURSE ANALYSIS OF THE COVERS OF SELECTED ENGLISH
TEXTBOOKS".
Based on the linguistic analysis which focus on Transitivity System, the researcher applies
the Representational by Kress and van Leeuwen's to analyze the visual data. Representation analysis
is classified into two categories; Narrative and Conceptual in the sense of the realization of process
which identifies participants doings and happenings. To analyze the covers of selected English
textbooks, the researcher also applies the theory of Intersemiotic Complementarity suggested by
Royce. This theory is used to analyze and to describe the meaning relations between the verbal modes
and visual modes in the data. The intersemiotic complementary theory consists of six categorized
experiental metafunctions. They are repetition, synonymy, antonymy, meronymy, hyponymy and
collocation.

C. Focus and Sub-focus of the Research

Based on the background of the problem above, this research focuses on A Multimodal
Discourse Analysis of the Covers of Selected English Textbooks. Meanwhile sub focuses on
investigating the theory of representational meaning suggested by Kress & van Leeuwen and
intersemiotic complementarity suggested by Royce that is realized in some covers of selected English
textbooks.

D. Formulation of the Problem

Based on the background of the research above, the formulation of the problem that is reveal
in this research can be stated, as follows:
 5

1. How do the visual of the covers of selected English textbooks construct representational
meaning?
2. How do the verbal modes and visual modes strengthen each other’ s meaning in the covers of
selected English textbooks?

E. Objective of the Research

The objectives of the research which are arrange by the researcher of this research, as
follows:.
1. To describe the representational meaning of visual resources in the covers of selected English
textbooks.
2. To describe how the verbal modes and visual modes strengthen each other’ s meaning in the
covers of selected English textbooks.

F. Significance of the Research

Hopefully, the result of this research will bring some benefits to the theoretical and practical
meaning.
1. Theoritically, the result of this research is expected to give contribution as a source the study
of multimodal discourse analysis in the covers of selected english textbooks especially how
the representational meaning and intersemiotic complementary represented. This research
increases the comprehension and knowledge of the MDA suggested by Kress & van Leeuwen
and Intersemiotic Complementarity suggested by Royce.
2. Practically, this research gives the contribution to the following parties such as:
a. For the students
This research is very useful to give the information about multimodal discourse analysis,
especially the representational meaning and intersemiotic complementarity, and directly
can apply into their basis live.
b. For the lecturers
This research helps them to teach multimodal discourse analysis as the additional
material especially the representational meaning and intersemiotic complementarity.
c. For the other researchers
This research stimulates them to create further research concerning about multimodal
discourse analysis especially the representational meaning and intersemiotic
complementarity represented in the covers of selected English textbooks.

G. Relevant Research
Several researches concerning multimodal discourse analysis have been conducted. One of
them is Mohammad Muhassin in 2022 with the title "A Multimodal Analysis of Umrah Pilgrimage
Advertisement". 10 This research aims to explore visual and verbal modes employed in Umrah
pilgrimage advertisement, the meanings conveyed by the modes, and the meaning relations built by
the modes to strengthen the advertisement message. Utilizing the generic structure framework of
advertising, visual data were analyzed by Visual Grammar Kress & van Leeuwen and verbal data
were scrutinized by Systemic Functional Grammar Halliday & Matthiessen. Meanwhile, the
intermodal meaning relations were viewed from Intersemiotic Complementarity by Royce. The
research found that the advertisement had all the generic structures, namely lead, display, visual
emblem, announcements, enhancer, verbal emblem, tag, and call-and-visit information. In verbal

10 Muhassin, M. (2022). A MULTIMODAL ANALYSIS OF UMRAH PILGRIMAGE ADVERTISEMENT.

Jurnal Education and Development, 10(1), 460-469.

 6

modes, the nominal groups represent the ideational meaning, whereas the imperative clause serves as
ideational, interpersonal, dan textual meanings. In addition, visual modes include representational,
interactive, and compositional meanings. Verbal and visual modes support each other to form
cohesion through the relations of repetition, synonymy, homonymy, meronymy, and collocation.
With the cohesion, the message of the advertisement conveyed to the readers becomes more
communicative and persuasive so that it can arouse the readers’ interest in using the product services
of the company.
The second research by Fang Guo and Xiaowen Feng in 2017 with the title "A Multimodal
Discourse Analysis of Advertisements-Based on Visual Grammar".11 This paper aims to present how
semiotics acts effectively to realize the real business purpose to reflect the unique significance of the
multimodal discourse analysis. Based on Visual Grammar, this paper analyzes the 2014 Brazil World
Cup advertisements from the perspective of representational meaning, interactive meaning and
compositional meaning. The research focused on visual grammar but did not analyze the generic
structure of the advertisement. This research also means to prove that different modes within an
advertisement depend on each other and have an interdependent relationship. And these relationships
have different roles in different contexts.
The third research by Intan Azkiyah, Didin Nuruddin Hidayat et al., in 2021 with the title "A
Multimodal Discourse Analysis of Disneyplus Hotstar Indonesia TV Advertisement".12 This research
aims to explore the multimodal analysis of the DisneyPlus Hotstar Indonesia TV Advertisement. The
results show that DisneyPlus Hotstar Indonesia TV advertisement has a multimodal semiotic system
consisting of linguistic, visual, audio, gestural, and spatial elements. Each multimodal semiotic
system is closely related to constructing advertising meaning. The message is understandable for the
audience. Moreover, this research is expected to contribute to developing the discourse analysis
discipline, especially multimodal analysis.
The last research by Maulydia Tamara Savitri and Rusdi Noor Rosa in 2019 with the title "A
Study of Multimodal Analysis in Smartphone Advertisement". 13 This research aims to analyze
multimodal in Samsung Galaxy S9 audiovisual advertisement using the systemic functional
linguistics theory by Halliday, multimodal theory by Kress and van Leeuwen and generic structure
analysis theory by Cheong. The finding of this research obtained that all semiotic systems in
Samsung Galaxy S9 are in harmony and complete each other. The analysis also shows that there are
five generic structures found in this advertisement video; lead, display, announcement, emblem, call
and visit. Meanwhile, the other structures (tag and enhancer) are not found in this advertisement.

H. Research Method
1. Research Design
The researcher employs descriptive qualitative research because in this research the result
like the words from the people that observed, and data of result of research like descriptive data.
Based on Creswell, qualitative research is in shape to investigate problem that we do now no
longer realize approximately the variables and want to discover the research.14 In this research,
the researcher collects the data, make an analysis, and make a conclusion.

11 Guo, Feng. (2017). A Multimodal Discourse Analysis of Advertisements-Based on Visual Grammar. JAH
(Journal of Arts & Humanities). Volume 06. Issue 03.

12 Azkiyah, I., Hidayat, D. N., Alek., Dewi., R. S. (2021). A Multimodal Discourse Analysis of Disneyplus
Hotstar Indonesia TV Advertisement. Journal of English Language and Language Teaching (JELLT). 5(1). 14-24.
13 Savitri, M. T., & Rosa. R. N. (2019). A Study of Multimodal Analysis in Smartphone Advertisement. E.

Journal of English Language & Literature. 8(3). 229-240.

14 Creswell, John W., and Creswell, J. David. (2018). Research Design: Quantitative, Qualitative and Mixed

Method. London: SAGE Publication.

 7

Moleong states that qualitative research is a research procedure that produces descriptive
data where the available data is obtained through written or oral words from people and their
behavior, then from the results of the data collected will be examined. 15 In other words,
qualitative analysis stresses the degree of the information acquired by researchers. Shortly this
study is more flexible. This study is conducted by using descriptive-qualitative research method
to describe the informations realized in the covers of selected English textbooks using the
representational meaning theory proposed by Kress & van Leeuwen and intersemiotic
complementarity by Royce.

2. Source of Data
The source of data is covers of selected English textbooks. There are five chosen English
textbook covers, which are:
a. Critical Reading and Writing by Joyce Merawati, et al. published by Universitas Terbuka.
b. English (H.L.) Grammar & Writing Skills published by Chetana.
c. English Now! Listening and Speaking in Everyday Life 1 published by Owain Mckimm.
d. Real Lives Real Listening Advanced B2-C1 by Sheila Thorn published by Collins.
e. Real Listening & Speaking by Miles Craven published by Cambridge.

3. Research Instrument
The researcher uses some instrument in order gather some data. Arikunto reveals that
instrument in collecting data is a tool that is used by researchers to help them in collecting data in
order to make it more systematic and easy.16 The instrument will be use in this research is human
instrument. In this research, the researcher herself is the primary instrument.
The roles of the researcher as the main research instrument are to plan the research,
collect and analyze the data, make the interpretation, and finally report the result of the research.
Qualitative researcher as the human instrument, has a function to state the research focus, select
informant as a data source, compile the data, judge the quality of the data, analyze the data,
interpreting the data, and make conclusion about her/his feelings.17
The secondary instrument is journals, articles, books, and computer. Books, journals, and
articles are used to collect information about relevant theories. Meanwhile, the computer is used
to type the data and make a final research report. In a qualitative research as the primary
researcher, all the process is performed started from collecting and analyzing the data until
concluding the investigation results. For this research, many instruments are not used as general
studies such as observation, surveys, questioner, or others for completing the survey. It causes
this research only focus on library studies in terms of the English textbook covers.

4. Data Collecting Technique

Data collection techniques allow us to systematically collect information about our
objects of study (people, objects, phenomena) and about the settings in which they occur. In this
research, the researcher uses the observation and documentation as the data collecting procedures.
The documents that will be used by the researcher are the covers of selected English Textbooks.
There are several steps to collect the data:
a. Taking the covers of selected English textbooks to be analyzed.
b. Observing and examining carefully the covers of selected English textbooks.

15 Muhammad. (2014). Metode Penelitian Bahasa. Yogyakarta: Ar-Ruzz Media. p. 30

16 Arikunto, Suharsimi. (2000). Manajemen Penelitian. Jakarta: Rineka Cipta
17 Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif, and R&D. Bandung: Alfabeta. p. 306
 8

c. Identifying and analyzing the data to find the representational meaning and intersemiotic
complementary that is realized in some covers of selected English Textbooks using the
theory of representational meaning suggested by Kress & van Leeuwen and intersemiotic
complementarity suggested by Royce.

5. Research Procedure
According to Cresswell, there are several procedures of the research as follows:18
a. Determining the Subject of the Research
The subject in this research is the multimodal discourse analysis suggested by Kress &
van Leeuwen and intersemiotic complementarity theory presented by Royce.
b. Collecting the Data
The process of taking notes and classification of the representational meaning and
intersemiotic complementarity identified in the covers of selected English textbooks.
c. Analyzing the Data
It is the process of inspecting, cleansing, transforming, and modeling data with the goal
of discovering useful information, informing conclusions, and supporting decision-
making.
d. Reporting the Data
It is the stage of reporting and summarizing the research findings as the last procedure of
the study.

6. Data Analysis
In terms of qualitative data analysis, Bogdan in Sugiyono states, Data analysis is the
process of systematically searching and arranging the interview transcripts, field notes, and other
materials that you accumulate to increase your own understanding of them and to enable you to
present what you have discovered to others.19 After the data have been collected the next step is
data analysis.
Miles and Hubberman quoted by Ibrahim as cited in Dea Ivana, state that there are three
types of data analysis. Three types of data analysis can be explained as follows:20
a. Data Reduction
The first type of data analysis is data reduction. In this case, the researcher tries to
arrange the data, puts them into categories and classification which suitable to the focus
aspect. From this process, the researcher can ascertain which data are appropriate or not. The
appropriate data are arranged systematically while inappropriate data are separated. So it
aims to ascertain, there is no inappropriate data or not relevant data.
b. Data Display
The next type of data analysis after data reduction is data display. The researcher
organizes, manages the data, and conducts a technique of coding as a way of analyzing this
research. At the beginning of the data display, the researcher does some steps to analyze the
data.
Firstly, the visual data is analyzed by employing Kress and van Leeuwen's theory.
The analysis associates with the optical data context's discourse in representational meaning
divides into two terms, conceptual and narrative representation in the covers of selected
English textbooks.
18Creswell, John W., and Creswell, J. David. Op. Cit
19Sugiyono. Op. Cit. p. 334
20 Dea Ivana. (2018). An Analysis of Code Mixing by English Teachers in Teaching Learning Process at MAS

PAB 2 Helvetia. (Thesis, State Islamic University of North Sumatera Medan). p. 26

 9

Secondly, the researcher also applies the theory of Intersemiotic Complementarity

suggested by Royce for answering the second formulation of the problem. This theory is used
to analyze and to describe the meaning relations between the verbal modes and visual modes
in the data. The intersemiotic complementarity theory consists of six categorized experiental
metafunctions. They are repetition, synonymy, antonymy, meronymy, hyponymy and
collocation
c. Conclusion Drawing / Verifications
The last type of data analysis is conclusion drawing or verifications. After making
data display, then the researcher will be able to make conclusion/verifications based on the
objectives of the research. It means after researcher gets the data from data display, the next
step researcher is drawing conclusion/verifications based on the objectives of the research.
The data that have been described in general are summarized. It means, in this step the
researcher gives the clear information of the result and then draws the conclusion or
verification the result.

7. The Trustworthiness of the Data

In a study, the data must be valid. This section of the study focuses on how data may be
trusted. Validity of the data is the most important aspect to find and make verification of the
research findings. The data that will collect in this research is suitable in reality. According to
Sugiono as cited in Dara Rianda, there are four techniques to determine the validity of the data, in
order to keep the data are responsible and true namely credibility, transferability, dependability,
and conformability. According to that, techniques will use to test the validity as follow:21
a. Credibility
Credibility in qualitative research concerns the truthfulness of the inquiry's findings of
the study. Credibility or truth-value involves how well the researcher has established
confidence in the findings based on the research design. The researcher has an obligation
to represent the realities of the research accurate as possible. Based on the statement, this
research uses triangulation theorities. The researcher uses more than one theoretical
scheme to interpret the phenomenon.
b. Transferability
Transferability is the degree to which the findings of qualitative study can be applied or
generalized to the other context or to other groups. Based on the statement, this research
is demanded to report the conclusion about multimodal discourse analysis of the covers
of selected English textbooks clearly, systematically, and acceptably. To the result of this
research, it can be transferred to the similiar classes which learn about multimodal
discourse analysis.
c. Dependability
Dependability is the consistency or stability of the results, the extent to which the same
general result would occur with different set of people or in the different settings and
times. From the statement, this research gives the true report about the multimodal
discourse analysis if the covers of selected English textbooks. In qualitative research,
dependability is same like realibility. In this research, all of data in this research will be
check to know the data dependable. This test would be done by auditing for all of the
process of research. It means to know the data is dependable, the researcher can show the
entire activities in the field.

21 Dara Rianda. (2017). Code Switching and Code Mixing Used by Boy William in Breakout Music Program at

NET TV. (Thesis, State Islamic University of Palangkaraya). p. 30-32

 10

d. Conformability
Conformability is a term used in qualitative research. Equivalent to validity in qualitative
research. Related to the degree to which findings in a study can be corroborated by the
other investigating the same situation. Based on the statement, this research follows the
procedure of the research scientifically which have been applied and confirmed by the
previous studies in order to reach the conformability of the research findings.

I. Systematics and Discussion

The systematic discussion that is the steps in the research process is as follows:
1. Chapter I Introduction
This chapter is contains title confirmation, background of the problem, focus and sub-focus
of the research, formulation of the problem, objective of the research, significance of the
research, relevant research, research method, and systematics of the discussion
2. Chapter II Literature Review
This chapter contains several theories include in systemic functional linguistics, ideational
meaning, transitivity system, visual grammar analysis, intersemiotic complementarity,
multimodal discourse analysis, cover design, and English textbook.
3. Chapter III Description the Research Object
This chapter contains general description of the object and Facts and Data Display
4. Chapter IV Finding and Discussion
This chapter contains of the research data and research finding. It presents all the data
obtained along with the result of the data analysis with the interpretation of the data.
5. Chapter V Conclusion and Suggestion
This chapter contains the conclusion and suggestion of the research. It presents what can be
concluded from the result of the study and provides suggestion related to the conclusion.
 11

CHAPTER II
LITERATURE REVIEW

A. Systemic Functional Linguistics

Before proceeding to the discussion of the concept of multimodal discourse analysis, it is
crucial to begin the discussion from the concept of systemic functional linguistics. M.A.K. Halliday
creates Systemic Functional Linguistics (SFL), which is also referred as Systemic Functional
Grammar (SFG), as a grammar model in the 1960s. SFL presents the framework "Linguistic Theory”
by following the functional systematic linguistic principles. Halliday as cited in Shuting Liu indicates,
In a functional grammar, a language is interpreted as a system of meanings, accompanied by forms
through which the meanings can be realized. 22 It can be said that SFG focuses on the means of
realizing the functions of language.
Halliday's SFL theory is different from systemic theories of language that view language as
part of social phenomena that are related to the social context in language use. The application of SFL
in solving the problems of language, to understand the function and nature of language functions,
understanding and producing speech, understanding the quality of texts, moving written texts to oral
texts and understanding the relationship between culture and language, and to understand the
similarities of aspects of the language of all languages. In investigating the phenomenon of discourse
analysis, this theory applies a language foundation approach that is thematic, interpretatively semiotic,
and interdisciplinary.
Based on Halliday’ s framework as cited from Shuting Liu, in language structure and human
communication there are three meta-functions, there are ideational function, interpersonal function
and textual function.23
1. Ideational Function
Ideational function means that language is used for describing, reflecting or interpreting the
world around us, the individual experience of ourselves, consisting of goings-on, happening,
doing, sensing, meaning, and being and becoming.
2. Interpersonal Function
Interpersonal function means that language is used for having interaction of communication
with people, influencing other people’ s behavior, maintaining and establishing relations
with them, eliciting or changing other people’ s points of view, and expressing viewpoints of
our own on the things in the world. In this case, language is used to enable people to
participate in communication process, express their own and understand others opinions, and
expressing feelings of our own on the things around us.
3. Textual Function
Textual function refers to the fact that language has a mechanism to turn a random list of
sentence into a living passage by organizing any stretch of discourse analysis especially in
spoken or written discourse into a coherent and unified text. Therefore, in this case, language
is used to relate what is said or written to the real or fact world or other linguistic events.

B. Ideational Meaning
According to Halliday & Matthiessen as cited in Rifqi Nasirun Nafis consider that the
ideational meaning is language as reflection, language provides a theory of human experience.24 It is

22 Shuting Liu. (2019). A Multimodal Discourse Analysis of the Interactive Meaning in Public Service
Advertisement. Journal of Advances in Linguistics. Volume 10. p. 1524
23 Ibid. p. 1524
 12

the way the truth is represented for and the linguistics sources for understanding our experience of the
world around us, concerning what is happening, who is engaged in the goings-on, and when, where,
and how the goings-on are going on. Eggins defines ideational meaning is meanings about how we
represent our experience.25
Furthermore, Gerot and Wignell state that ideational meaning is meanings about phenomena
about things (living and nonliving, abstract, and concrete). The transitivity mechanism understands
the sequence of the ideational significances. Ideational meaning gives an understanding that to
articulate experiential trends and conceptualize the circumstance, state, or operation of affairs. As
quoted in Eggins considers that the shaping elements of the transitivity system are the individual,
situation and mechanism structure reflecting the real life interactions of who is doing what, when, to
whom, how and why.

C. Transitivity System
According to Halliday & Matthiessen as cited in Rifqi Nasirun Nafis, Transitivity system is
the overall grammatical resources for construing goings on, it is a development of the old concept.
The concepts of transitivity depends on how these components interact in the sentence. There are
three components of what Halliday calls a Transitivity System, process, participants, and
circumstances.26
1. Participants
According to Halliday & Matthiessen, participants is realized in the nominal group of the
clauses and participant is the doer of the action. Participants can also be identified as the people,
things, or ideas involved in the processes. The nominal of classes make the participants actual.
Halliday's Transitivity Analysis uses a functions and participants represented in clauases to
determine the joint ideologies of social actuality combined with linguistic semantics to
understand the processes participants by examining who did what to whom (or what), where,
when, how, and why.
In understanding the ideational meaning, there are twenty types of participants proposed
by Gerrot and Wignell, namely Actor, Intent, Initiator, Beneficiary, Range (material process),
Behaver, Range (behavioral process), Senser, Phenomenon, Inducer, Sayer, Verbiage, Aim,
Token, Quality, Assigner, Carrier, Attribute, Attributor, and Existent. In this research, the
researcher limits the participants namely Phenomenon, Behaver, Senser, Carrier, Attribute, and
Existent.
2. Process
According to Halliday & Matthiessen, processes are oriented in the transitivity system.
Processes are central to transitivity, and it is closely related to the verb. Processes realized by
verbal group in clauses and sentences. While the procedures are the responsibility of the
participants and the circumstances. Gerot and Wignell state that The proceedings are carried out
by the clause verbal community. This requires physical activity, mental and verbal behavior, state
of being and processes. Halliday & Matthiessen has described six different types of processes,
those are structural, social work, emotional, relational, and existential. In this research, the
researcher uses 4 categories of the process, those are mental process, mental behavior, attributive
relational and existential.
3. Circumstances

24 Rifqi Nasirun Nafis. (2020). Multimodal Discourse Analysis in Indonesian Ministry of Tourism Videos

Advertisement. (Thesis, Maulana Malik Ibrahim State Islamic University Malang). p. 20

25 Ibid. p. 20
26 Ibid. p. 21
 13

Circumstantial meanings are expressed through prepositional phrases or adverbial groups.

Circumstances are the situations under which proceedings take place. Circumstances also respond
for example when, where, why, how, how many and how. The prepositional phrases or adverbial
classes represent circumstantial components. Gerrot and Wignell divide the types of
circumstances, namely time, place, manner, purpose, accompaniment, matter, and position. In
this research, the researcher uses 2 circumstances, namely circumstances of place and
circumstances of manner.

D. Visual Grammar Analysis

Based on Halliday’ s systemic functional grammar, Kress and Van Leeuwen propose and
develop a method of social semiotic analysis of visual communication and establish a descriptive
framework of multimodality. This theory of Kress and Van Leeuwen carry out for reading images is
called visual grammar analysis. This theory is believing that every semiotic system has the ability to
project the social relations between the receivers and the speakers.27 Originally, this framework is
proposed by Halliday to analyze the linguistic texts using the ideational, interpersonal, and textual
metafunction. Halliday also puts forward three meta-functions of images, there are representational,
interactive and compositional meanings. The corresponding relation between the three metafunctions
in SFL and VG is shown in Table 2.1
SFL VG
Ideational Representational
Interpersonal Interactive
Textual Compositional
As the explanation by written bellow:28
1. Representational Meaning
Representational meaning means that any semiotic system has to be able to represent, in a
referential or pseudo-referential sense, aspects of the experiential world outside its particular
system of signs. That is to mean, the semiotic system has to be able to represent objects and
their relations in the world outside the representational system.
2. Compositional Meaning
Compositional meaning means that any semiotic system has to have the capacity to form
texts, complexes of signs which cohere both internally and with the context in and for which
they were produced. When expressing the textual meta-function, compositional resources
would appear to be: (a) horizontal structure when presenting visual information as Given or
New and (b) vertical structure when presenting visual information as Ideal and Real.
3. Interactive Meaning
Interactive meaning means that any semiotic system has to be able to project the relations
between the producer of a sign or complex sign, and the receiver/ reproducer of that sign.
That is to say, any semiotic system has to be able to project a particular social relation
between the producer, the viewer and the object represented.

Kress and van Leeuwen as cited in Reka Purnama Rambe suggest that the visual, like all
semiotic modes, has to serve several communicational (and representational) requirements, in order
to function as full system of commuication. 29 Kress and van Leeuwen then adopt the Halliday's

27 Guo, Feng. Op. Cit. p. 59

28 Shuting Liu. Op. Cit. p. 1524-1525
29 Reka Purnama Rambe. (2019). A Multimodal Analysis of English Courses’ Brochures Advertisement in

Medan. (Thesis, University of Sumatera Utara Medan). p. 18

 14

theory of SFL and propose the different names of the terms for the same functions, which become
representational, interactive, and compositional.30 The framework of visual grammar analysis in this
term called representation.
1. Representational
The researcher will also apply the same perspective adapts from Halliday's metafunctioal
theory. Kress and Van Leeuwen introduce “ representation” analysis which is drawn on
Halliday's ideational function in analysing visual elements. Kress and Van Leeuwen offer what is
considered visual grammar, in accordance to the multimodal text analysis tool, especially the one
that combines verbal and visual elements. Based on the perspective of Halliday, who see
grammar not as a rule but as a source for viewing and transmitting messages. Kress and Leeuwen
considered that the image can be "treated" as a language based on three metafunctions, ideatonal/
logical, interpersonal, and the textual metafunction.
Objects or elements in visual images can be called participants. According to Kress &
van Leeuwen, there are two kinds of participants involve in an image, namely, represented
participants (the people, the places and things depict in images) and interactive participants (the
people who communicate with each other through images, namely the producer and the viewers).
Between these participants, there are three kinds of relations as cited from Shuting Liu.31 First,
relations between represented participants; Second, relations between interactive and represented
participants, which refers to the interactive participants’ attitudes towards the represented
participants; And third, relations between interactive participants, which refers to the things
interactive participants do to or for each other through image.
Representation analysis is classified into two categories, namely narrative and conceptual
representation in the sense of the realization of process which identifies participants doings and
happenings. Kress and Van Leeuwen state that the differences between narrative and conceptual
representation is the absence and presence of vectors respectively. In this case, narrative uses
vector to connect the participants and actions while conceptual has no vector but has structures.
Kress and Van Leeuwen say that vector as the distinctive feature of narrative processes, is usually
realized by elements appearing in pictures that foorm “ an oblique line, often quite strong,
diagonal line” .
a. Narrative Representation
Narrative representation refers to participants who are connected by lines that is
called vector when they are doing something to or for others. For an image to be classified as
a narrative representation, the participants of the image must be connected with a vector.
Vectors represent directions or courses that connect participants through invisible lines.
Therefore, viewers understand that participants interact with each other. According to Kress
and Van Leeuwen, vector patterns illustrate "unfolding actions and events, processes of
change, transitory spatial arrangements."
According to Kress and Van Leeuwen, in this analysis consists of two participants,
namely Actor and Goal. The actor is the object in the image that is seen as the active
participant. To be an actor, the object must create or interact with a vector to convey an
action. The goal is the object that performs the passive action. The goal is linked with the
actor's vector. Based on the the kinds of vectors and participants contained in visual images,
different types of narrative representation can be distinguished. As the explanation, narrative
representation can be differentiated as follows:32

30 Ibid. p. 18
31 Shuting Liu. Op. Cit. p. 1525
32 Reka Purnama Rambe. Op. Cit. p. 20
 15

1) Action process
In this process, the Actor must either form a vector or have a vector coming out of it.
According to Kress and Leeuwen, a transactional image is when an image only has
one participant so that participant is the Actor. Meanwhile, the transactional process
is realized when both Actor and Goal connected by vector in the image.
2) Reactional Process
In this process, Kress and Van Leeuwen explain that “ the vector is formed by an eye
line, by the direction of the glance of one or more of the represented participants” . It
consists of Reactor and Phenomenon. The participant who does the looking is called
a Reactor, while the passive participant is called the Phenomena. This process also
can form in transactional and non-transactional processes.
3) Mental Process
In this process, Royce explains that the vectors are being highlighted from speakers
to their thoughts and connect the Senser and Phenomenon.
4) Verbal Process
In this process, the sayer and utterance are connected by shaping a vector.
5) Conversion Process
In this process, Kress and Van Leewuen say that a participant is a goal with of one
participant and the Actor with respect to another.
Narrative process can present some information in terms of circumstances, which are
divided into setting (locative), means (tools) and accompaniment. Setting (locative) refers to
the contrasts between the foreground and background of a narrative structure in terms of
darkness and lightness, colour saturation, detail (in painting), or focus (in photography).
Means (tools) is related to the object with which the action was carried out. It is part of the
vector and can be realised as such by parts of the body such as fingers or hands. In this case,
Kress and Van Leeuwen state about accompaniment, this concerns people who are present
during the action but not involved in any way with it, which is to say that they have "no
vectorial relation with other participants".
b. Conceptual Representation
Kress and Van Leeuwen as cited in Rifqi Nasirun Nafis state in conceptual visuals
that conceptual representation is a non-narrative process involving the representation of
participants in terms of their more abstract and more or less secure and timeless nature, in
terms of gender, or structure or significance.33 Conceptual representation is a non-narrative
process because it has no vector relative to narrative representation, and often requires three
structures. Compared with narrative representation, conceptual representation has three
structures involved: classificational, analytical, and symbolic processes.
1) Classificational process
The classificational process relates participants to each other "in terms of kind of a
relation, a taxonomy: at least one set of participants will play the role of subordinates
with respect to at least one other participant, the superordinate. This process relates
their participants through a taxonomy and attempt to present the participants without
context and be as objective as possible.
2) Analytical process
The analytical process connects the participants from a part-whole structure
perspective to make them fit together. Two participants in this process are one
Carrier (the whole) and one Possessive Attributes (the parts).

33 Rifqi Nasirun Nafis. Op. Cit. p. 24

 16

3) Symbolic process
According to Yang et al, the name of this type of method is Symbolic Suggestive. In
this process, the participants focus to see what the images mean in connection with
the messages or symbolism conveyed by the participant relations illustrated.
Symbolic Attribute expresses the achievement of Carrier and Symbolic Attributive to
fulfill their identities itself. Meanwhile, Symbolic Suggestive has only one
participant exists, which is the Carrier

E. Multimodal Discourse Analysis

When we talk about discourse, generally the first thing that we will focus is on words. Words
are identified as the representation of a discourse. There are many aspects talking about discourse. It
can be discussed through advertisements, news elements, political speeches, movies, fashions, games,
musics, and all things or ways that interact with human being. Discourse also communicates about
semiotic resources and modes. Semiotic resources which help the meaning-making process, the
experiences and learning becomes sensible.34 So, all these aspects can be analysed using multimodal.
Multimodality is a terminology used to refer to the way people communicate using different
modes at the same time. According to Kress & Van Leeuwen in Reka Purnama Rambe, a multimodal
text is concerned with texts that contain the interaction with both verbal and visual semiotic modes in
order to achieve the communicative functions of the text.35 Multimodal discourse analysis quickly
develops new research areas. It was developed in the early 1990s. O'Halloran in Ayodeji & Susan
defines multimodal discourse analysis (MDA) is an emerging paradigm in discourse studies which
extends the study of language to the study of language in combination with other resources, such as
images, colours, scientific symbolism, gestures, action, music and sound.36 So, we can know that
multimodality applies in television advertisements, textbooks, images, children books, match, and so
forth.
Geoff Bull and Michelle Anstey as cited in Kiki Amalia, state that a text is called multimodal
if the text is realized from a combination of two or more semiotic systems.37 Therefore, the text which
uses more than one modality is termed as multimodal text. Every aspect definitely provides the
interpersonal meaning because they are created based on one goal. As cited from Li, many
multimodal discourse analysts made great contributions to MDA.38 For example, Royce explores the
image verbiage relations in advertisements; O'Toole analyzes images from the viewpoint of
stratification; Lemke explores the interrelations between the graphics and the verbiage in scientific
articles.
Briefly, multimodality or multimodal discourse analysis can be defined as practices of using
multisemiotics resources to enrich the quality of communication especially for making meanings that
are distributed using various modes and mediums. The term multimodality grasps communication and
representation as more than just language. The importance of multimodal analysis is as a result of the
rise of modern texts that not only contain verbal texts but also visual texts that are caused by
technological advances in the printing industry. For example, it is interesting to see how different
semiotic resources are deployed simultaneously in the process of making the intended meaning well-
projected by the advertisement designers to the viewers, the potential buyers of the advertised product.

34 Surmiyati, Hery. Op. Cit. p. 4

35 Reka Purnama Rambe. Op. Cit. p. 8
36 Olowu, A. & Akinkurolere, S. O. (2015). A Multimodal Discourse Analysis of Selected Advertisement of

Malaria Drugs. English Review:Journal of English Education, 3(2), p. 3

37 Kiki Amalia. (2019). A Multimodal Analysis of Bukalapak Advertisement. (Thesis, University of

Muhammadiyah Sumatera Utara Medan). p. 16

38 Shuting Liu. Op. Cit. p. 1525
 17

F. Intersemiotic Complementarity
This analysis is completed with intersemiosis analysis to understand the interaction between
the verbal texts and the visual images Royce's Intersemiosis Complementarity framework. This
framework illustrates the realization that verbal and visual modes co-operate in a page-based
multimodal text and complement each other semiotically to produce a single textual phenomenon.
The first step is to 'ascertain who or what is in the visual frame, what action is taking place and what
those actions represent circumstantially according to the wider context of situation. What is seen in
the visual frame is then categorised based on the symbolic attributes as a basis for comparing the
texts related to the visuals.
The meaning relations between the visual images and the verbal texts in the data are outlined
in the Royce's Intersemiotic Complementarity below:39
Table 2.2 Intersemiotic Complementarity for Experiential Metafunction
Intersemiotic Complementarity for Experiential Metafunction
• Repetition (R) i.e. Ideatical experiential meaning.
• Synonymy (S) i.e. the same or similar experiential meaning.
• Antonymy (A) i.e. opposite experiential meaning.
• Meronymy (M) i.e. the relation between part and whole of something.
• Hyponymy (H) i.e. the relation between a general class of something and it's
sub-classes.
• Collocation (C) i.e. expectancy of high probability to co-occur in a field or
subject area.
In Intersemiotic Synonymy the experiential meaning of the two lexical items is the same or
almost the same, and may often be used interchangeably. This can be seen in the synonymous
relations between trade cycle and business cycle, between stocks, equities, and shares, and between
market structure definitions such as perfect competition’ and pure competition. In Intersemiotic
Antonymy the experiential meaning of the two lexical items is essentially one of opposition, as in
long run and short run, increasing returns to scale and decreasing returns to scale, and the
opposition of buyer with seller.
Intersemiotic Hyponymy involves a classification of the cohesive relations between a general
class (termed the Super-ordinate) and its sub-classes (termed the Hyponyms and Co-hyponyms), and
vice versa. Meronymy involves a classification of the cohesive relations between the whole of
something (termed the super-ordinate) and its constituent parts (termed the meronyms and co-
meronyms). Intersemiotic Collocation as used in this study therefore involves a classification of the
lexical relations between items which do not necessarily enter into the semantic relations discussed
above such as hyponymy or meronymy etc., but do, in a general sense, have a tendency to co-occur as
collocates in texts of different kinds in various fields.
This category may be defined as the relation (or association) between lexical items which
have a tendency to co-occur due to the particular configuration of the register variable field. This
relation will vary in strength depending on the particular text. For example the word cutting in a text
on rose gardens may suggest collocates such as secateurs, shoots and off cuts, in an economics text
words such as budget, spending’ and debts, or in a text on movies words like scenes, camera and
lights. Thus there is an expectancy relationship occurring between the lexical items, which is an
aspect of the collocational relationship.

39 Yusnita Febrianti. (2013). Multimodal Discourse Analysis in Indonesian Print Advertisements. Language
Policy and Planning: What are the Issues?, November 20-21, UKSW. p. 303
 18

G. Cover Design
Cover design is the visual appearance of the cover of textbook and plays a key word in
shaping the first impression of textbook's content since it serves to set a precise horizon of
expectation. It helps to market the textbook and is an important factor in making the textbook stand
out on the shelf, particularly on the virtual shelf where images are smaller and often viewed as
thumbnails. Cover design involves everything from concept, genre, layout, font, and image. Provide
clear instructions to the designer about information the cover should contain. This includes items such
as: textbook title, subtitle, edition number and type (if relevant), author(s) or editor, name of
institution sponsor or funder, and attribution statement for cover art. Traditionally regarded as
containers which they indisputably are books are now placed in a historical context that values
form over content. The publishing industry cannot survive without design, as cover art is the only
tool capable of counteracting the constant threats posed by technology and of quickly striking the
public’ s fancy as well.

H. English Textbook
English textbooks are undoubtedly the most popular teaching materials used in foreign
language classes. Therefore, it is highly significant that textbooks include the essential elements of
language and culture and that they correspond to learners’ needs, cultural background and level of
linguistic proficiency. According to Oxford Advanced Learner’ s Dictionary, a textbook is defined as
a book that teaches a particular subject and that is used especially in schools and colleges. 40
Hutchinson and Torres state that the textbook is an almost universal element of (English language)
teaching. Furthermore, Sheldon argues that textbooks symbolize“ the visible heart of any ELT
program and they offer significant advantages for both students and teachers. The effects of using a
particular textbook, therefore, depend not only on its promoted approaches and methods and its
content, but also on the expectations of the learners and the general view of textbooks in the learners
culture.
Cortazzi and Jin refer to a textbook as a teacher, a map, a resource, a trainer and an authority.
As a teacher, a textbook gives students relevant information about grammar and vocabulary, as well
as English speaking countries and their cultures. As a map, it shows an outline of linguistic and
cultural elements as a structured programme and it guides students and teachers to follow the steps
taken in previous lessons. A textbook is viewed as a resource as it contains a set of materials and
activities available to the teacher from which one can choose. It can also be a trainer for novice
teachers who need valuable instructions, support and guidance. As an authority, a textbook is seen as
valid, reliable, written by experts and authorized by important publishers or ministries of education.

40 Biljana, Jagoda. (2016). Textbooks in the EFL Classroom: Defining, Assessing and Analyzing. Collection of

Papers of the Faculty of Philosophy XLVI. Volume 3. p. 138.

 19

CHAPTER III
DESCRIPTION OF THE RESEARCH OBJECT

A. General Description of Research Object

The object of this research is the multimodal discourse analysis in term of representational
meaning based on Kress and Van Leeuwen's theory and intersemiotic complementarity proposed by
Royce. Multimodal discourse analysis can be defined as practices of using multisemiotics resources
to enrich the quality of communication especially for making meanings that are distributed using
various modes and mediums. The term multimodality understands communication and representation
as more than just language. The importance of multimodal analysis is a result of the rise of modern
texts that contain not only verbal texts but also visual texts caused by technological advancements in
the printing industry. So, we can know that multimodality applies in television advertisements,
textbooks, images, children books, match, and so forth.
The elaborations of each multimodal discourse analysis are as follows:
1. Representational Meaning
Representation analysis is classified into two categories, namely narrative and conceptual
representation in the sense of the realization of process which identifies participants doings
and happenings.
a. Narrative Representation
Narrative representation refers to participants who are connected by lines that is called
vector when they are doing something to or for others. Based on the the kinds of vectors
and participants contained in visual images, different types of narrative representation
can be distinguished, namely action process, reactional process, mental process, verbal
process, and conversion process.
b. Conceptual Representation
Conceptual representation is a non-narrative process because it has no vector relative to
narrative representation, and often requires three structures involved: classificational,
analytical, and symbolic processes.
2. Intersemiotic Complementarity
Various lexico-semantic ways of relating the experiential and the logical content or
subject matter represented or projected in both visual modes and verbal modes through the
intersemiotic sense relations of:
a. Repetition is the identical experiential meaning.
b. Synonymy is the same or similar experiential meaning.
c. Antonymy is the opposite experiential meaning.
d. Meronymy is the relation between the part and whole of something.
e. Hyponym is the relation between a general class of something and its sub-classes.
f. Collocation is an expectancy or high probability to co-occur in a field or subject area.

B. Facts and Data Display

In order to get precise classification of the data based on the object of the study, the data is
classified in the form of data presentation as follows:
1. Narrative Representation
Table 3.1 The Representational Meaning of Narrative Representation in the Covers of
Selected English Textbooks
 20

No 5 Covers of Selected Narrative Representation

English Textbooks

Action Reactional Mental Verbal Conversion

1.
2.
3.
4.
5.
Total
Percentage

2. Conceptual Representation
Table 3.2 The Representational Meaning of Conceptual Representation in the Covers of
Selected English Textbooks

No 5 Covers of Selected English Conceptual Representation

Textbooks Classificational Analytical Symbolic
1.
2.
3.
4.
5.
Total
Percentage

3. Intersemiotic Complementarity
Table 3.3 The Intersemiotic Complementarity in the Covers of Selected English Textbooks

No 5 Covers Intersemiotic Complementarity

of
Selected
Repetition Synonymy Antonymy Meronymy Hyponymy Collocation
English
Textbooks
1.
2.
3.
4.
5.
Total
Percentage
 21

CHAPTER IV
FINDING AND DISCUSSION

This chapter is made up of findings and discussion. The first one is the display of information
based on Multimodal Discourse Analysis in finding and analyzing the data. Second, the analytical
results are explained in the discussion.

A. Finding
This research attempts to determine the covers of selected English textbooks based on the
Multimodal Discourse Analysis as the main theory used in this research. The interpretation of this
research is based on the terminology in Chapter I of formulation of the problem. The first formulation
of the problem is aimed at examining the representational meaning found in the covers of selected
English textbooks based on Kress and Leeuwen's theory. Then the second formulation of the problem
needs to discuss how the verbal modes and visual modes strengthen each other's meaning based on
intersemiotic complementarity theory proposed by Royce.
Based on the theory which proposed by Gunther Kress and Theo Van Leeuwen which states
that the representational meaning had two types, those are Narrative Representation and Conceptual
Representation. Each types of that process had subtypes which have already analyze by the researcher.
The subtypes of narrative process are action process, reactional process, mental process, verbal
process, and conversion process. While for conceptual process are classificational process, analytical
process and symbolic process.
The analysis is completed with Cheong's Generic Structure of Potential in analysing the
structure of the covers of selected English textbooks which consists of Lead, Display dan Emblem for
the visual text. The verbal text is formed by several elements which are Emblem, Announcement,
Enhancer, Tag, and Call-and-Visit Information. Then to know how the verbal modes and visual
modes strengthen each other's meaning, this research also uses the theory of intersemiotic
complementarity proposed by Royce which are repetition, synonymy, antonymy, meronymy,
hyponymy, and collocation.
Representational theory by Kress and van Leeuwen's were used in analysing the visual text.
Different kinds of Narrative Representation and Conceptual Representation can be distinguished
based on the kinds of vectors and the kind of participants included in visual images.
Table 4.1 The Result of Representational Meaning of Narrative Representation in the Covers
of Selected English Textbooks
5 Covers of Selected English Narrative Representation
No Textbooks
Action Reactional Mental Verbal Conversion
1. Critical Reading and Writing 1 1 3 - 3
2. English (H.L.) Grammar and 1 9 - 9 -
Writing Skills
3. English Now! Listening and 2 6 2 - -
Speaking in Everyday Life
4. Real Lives Real Listening 5 18 - - -
Advanced B2-C1
5. Real Listening and Speaking 2 2 - - -
Total 11 36 5 9 3
Percentage 17,19% 56,25% 7,81% 14,06% 4,69%
 22

Table 4.2 The Result of Representational Meaning of Conceptual Representation in the

Covers of Selected English Textbooks
Conceptual Representation
No 5 Covers of Selected English Textbooks
Classificational Analytical Symbolic
1. Critical Reading and Writing 3 - 1
2. English (H.L.) Grammar and Writing Skills - - 1
3. English Now! Listening and Speaking in - 1 1
Everyday Life
4. Real Lives Real Listening Advanced B2-C1 - 3 1
5. Real Listening and Speaking - 1 1
Total 3 5 5
Percentage 23,08% 38,46% 38,46%
The representation of verbal and visual elements in the Covers of Selected English
Textbooks appear along each other to make the message more comprehensible. The research based
on the terms of ideational representation both to analyze the verbal and visual text, resulting that the
visual elements represented in the Covers of Selected English Textbooks are identified by the
Narrative Representation and Conceptual Representation by Kress and van Leeuwen. All of the
covers concist of Reactional Process (56,25%), Analytical Process (38,46%), and Symbolic Process
(38,46%) as the most frequently occuring process in the covers. The process is realised by a vector
directed to a Goal or a vector coming out of an Actor. The other processes applied in the covers are
Action Process (17,19%), Verbal Process (14,06%), Mental Process (7,81%), Conversion Process
(4,69%), and Classificational Process (23,08%).
This analysis is completed with intersemiosis analysis to understand the interaction between
the verbal texts and the visual images Royce's Intersemiosis Complementarity framework. This
framework illustrates the realization that verbal and visual modes co-operate in a page-based
multimodal text and complement each other semiotically to produce a single textual phenomenon.
Table 4.3 The Result of Intersemiotic Complementarity in the Covers of Selected English Textbooks
N 5 Covers of Selected Intersemiotic Complementarity
o English Textbooks Repeti Synony Antony Merony Hypony Collocat
tion my my my my ion
1. Critical Reading and 1 1 - 1 - -
Writing
2. English (H.L.) Grammar 1 - - 2 - -
and Writing Skills
3. English Now! Listening 2 3 - 1 - -
and Speaking in Everyday
Life
4. Real Lives Real Listening 1 1 - 1 - -
Advanced B2-C1
5. Real Listening and 1 1 - 1 - -
Speaking
Total 6 6 - 6 - -
Percentage 33,33 33,33% - 33,33% - -
%
 23

According to Royce’ s theory of the intersemiotic complemetarity, it can be seen that there
is the sense of relations between the verbal text and visual images. Those sense of relations are
repetition (33,33%), synonymy (33,33%), and meronymy (33,33%) which are found in the covers.

B. Discussion
1. The Realization of Representational Meaning in 5 Covers of Selected English
Textbooks by Kress and Leeuwen's Theory
Figure 4.1 Critical Reading and Writing English Textbook Cover

Symbolic Process

Mental Process
Conversion Process

Classificational Process
Action Process

Based on the cover above, the researcher finds all the types of the representational
meaning there are narrative process and conceptual process. Narrative process on the cover above
is represented by the vector because there is action among visual elements. While the conceptual
process is different from narrative process. In conceptual process there is no vector.
There are five types of narrative process: action process, reactional process, mental
process, verbal process, and conversion process. But in the cover, the researcher only finds action
process, reactional process, mental process, and conversion process for the verbal process is not
found in this cover. Then for the conceptual process which have three types from classificational
process, analytical process, and symbolic process, the researcher finds symbolic process and
classificational process. For analytical process is not found in this cover.
a. Narrative Representation
1) Action Process
In narrative process, actor is one participant from which vector departs. If in the
visual image only include of one participant, it is usually an actor. So this process is non-
transactional in which action has no Goal. However, transactional structure consist of
both actor and goal. Goal is the participant at whom or which the vector is direct.
In this process, the Actor must either form a vector or have a vector coming out
of it. The lead shows an image of a boy who is reading a book. The visual representation
is a way to represent the process in as "The boy is reading a book". However, there are
two participants in this image, which are the boy and the book. In this cover, the boy is
 24

the Actor and the book is the Goal. The action is a transactional process because it has
Goal, and done or aimed at something. The vector formed by the participants resulting an
action process.
2) Reactional Process
When the vector is formed by an eye line or eye contact, by the direction of the
view of one or more of the participants its namely by Reactional process. In the
reactional process contains of two components, they are reactor and phenomena. Reactor
is one who conducts the looking behavior, it can be human or human like animal. Then
the phenomena is the participant at whom or which the reactor is looking.
In this cover, the Reacter or the participant who does the looking is the boy.
However, the phenomenon is the book. There's a vector formed by the direction of his
eye line or glance. It can be transcoded that "the boy is looking at the book". However,
there are participants in this image, which are the boy and also the book. The vector
formed by the participants resulting a transactional process.
3) Mental Process
Mental process commonly refers to obligue protusions of thought balloons or
dialogue balloon used to connect a human being or an animal with his or her inner mental
process or speech in comic strips. Yunru chen and Xiaofang Gao states that the
participant who emanates the balloon is called sensor, in the case of a thought balloon or
speaker, in the case of the dialogue balloon.41
A special kind of vector can be observed in comic strips. The process connects a
human perception of an inner mental process. The participants are the human (a boy) and
dialogue balloon. In this case, the human is the Senser and the thought is the
Phenomenon.
4) Conversion Process
In this process, Kress and Van Leewuen say that a participant is a goal with of
one participant and the Actor with respect to another. Conversion process is a chain of
transactional processes. This chaining results in a third kind of participant, a participant
which is the Goal with respect to one participant and the Actor with respect to another.
Transmitter is such a participant, acting as Goal with respect to the ‘ information
source’ and as Actor with respect to the ‘ receiver’ . We will call this kind of
participant a Relay. Relays do not just pass on, in unchanged form, what they receive;
they always also transform it.
In this cover, Transmitter as information source is a book whereas Relay is a
student who transforms the existing writings in the book in the form of letters, words, and
sentences, after reading the book, the imagination will arise which are converted in the
form of knowledges in speech balloons.
Narrative process can present some information in terms of circumstances, which
are divided into setting (locative), means (tools) and accompaniment. But in the cover,
the researcher only finds circumstance of setting, for circumstance of means and
accompaniment are not found in this cover.
1) Circumstance of Setting
The Circumstance of Setting concerns with the contrasts between the foreground
and the background of a narrative structure in terms of darkness and lightness, and the

41 Chen Y and Gao X. (2014). Interpretation of the Representational Meaning of Movie Poster from the
Perspective of Multomodal Discourse Analysis International Conference on Educational Language. Art And Intercultural
Communication. 347-348.
 25

colour saturation. The background of the cover is blue and there is no foreground in this
cover.
b. Conceptual Representation
The representational meaning is related to conceptual process as it is indicated by the
images that do not contain vectors, are stable, and emphasize more on the description of the
represented participants and the meaning relation between them.42
1) Symbolic process
Symbolic process focuses on what a participants means or symbolize. In the
symbolic process there are have two term about the type of structure paticipant. The first
symbolic attributive, it means that the process when two participants are included the
structure , the carrier achieves its meaning or fulfil of its identity in this process while the
symbolic attribute represent the meaning or identity itself. While the symbolic suggestive
means the process when only one participant exists in this structure.
The symbolic process in the cover above is symbolic suggestive. The carrier is
the symbol of Universitas Terbuka logo on the left top of the cover. It shows that the
textbook is published by Universitas Terbuka.
2) Classificational Process
The classificational process relates participants to each other "in terms of kind of
a relation, a taxonomy: at least one set of participants will play the role of subordinates
with respect to at least one other participant, the superordinate. This process relates their
participants through a taxonomy and attempt to present the participants without context
and be as objective as possible.
In the cover show that the boy is reading a book and he has thoughts contained in
speech balloons in the form of several types of knowledge, namely art knowledge,
scientific knowledge, and general knowledge. so it denotes a taxonomy of knowledge
In conclusion, on the cover there are narrative process and conceptual process. The
designer combines two types of representational meaning. Although on the cover above has all
the types of representational meaning but for the each part the types is not found completed. As
like in the narrative process which are has five part from action process, reactional process,
mental process, verbal process, and conversion process on the cover the researcher just finds
action process, reactional process, mental process, and conversion process. Then on the
conceptual process the researcher just finds symbolic process and classificational process.
This finding strengthens Guo & Feng that maintain narrative process is a statement of
actions and things shown in the unstable settings, and it is shown by speech mode. The action
process involves the notion of action, “ persons who are moving” and “ the object of action” .
Conceptual process which is a concrete meaning, and it shows its classification, construction and
significance by text mode. The difference between them is whether the vector exists in them or
not. Narrative process contains it but the other is not. Therefore, their true distinction depends on
the direction of the viewers.43

42 Kress, G., & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. London: Routledge.
43 Guo, Feng. Op. Cit. p. 59-69.
 26

Figure 4.2 English (H.L.) Grammar & Writing Skills English Textbook Cover

Action Process
Reactional Process

Verbal Process

Symbolic Process

From the cover above, the researcher finds two types of representational meaning those
are narrative process and conceptual process. The narrative process on the cover above
represented by the vector, because there is action among the visual elements. Differently to the
narrative process, in conceptual process there is no action among those visual elements.
For narrative process which have five types those are action process, reactional process,
mental process, verbal process, and conversion process. The researcher just finds the action
process, reactional process, and verbal process. while for conceptual process which have three
types those are classificational process, analytical process and symbolic process, it just finds the
symbolic process which shows on the English textbooks cover above.
a. Narrative Representation
1) Action Process
In narrative process, actor is one participant from which vector departs. If in the
visual image only include of one participant, it is usually an actor. So this process is non-
transactional in which action has no Goal. However, transactional structure consist of
both actor and goal. Goal is the participant at whom or which the vector is direct.
In this process, the Actor must either form a vector or have a vector coming out
of it. There are participants in this image, which are nine children and their talks topic. In
this cover, the actor is nine children who talking at each other and the goal is their talks
topic "grammar and writing skill" that makes them talk. The action is a transactional
process because it has Goal, and done or aimed at something. The vector formed by the
participants resulting an action process.
2) Reactional Process
When the vector is formed by an eye line or eye contact, by the direction of the
view of one or more of the participants its namely by Reactional process. In the
reactional process contains of two components, they are reactor and phenomena. Reactor
is one who conducts the looking behavior, it can be human or human like animal. Then
the phenomena is the participant at whom or which the reactor is looking. In this cover,
the reactional process is formed by the eye line or eye contact of represented participants,
there are the girls and the boys.
3) Verbal Process
 27

Verbal process: shaping a vector, “ an arrow-like protrusion of a dialogue

balloon” connects the sayer to the utterance. It means that, in this process the Sayer and
utterance are connected by shaping a vector. In the cover, the Sayers are nine children
and their utterances are the topics about grammar and writing skill that are connected by
shaping a vector, "an arrow-like protrusion of a dialogue balloon".
Narrative process can present some information in terms of circumstances, which
are divided into setting (locative), means (tools) and accompaniment. But in the cover,
the researcher only finds circumstance of setting, for circumstance of means and
accompaniment are not found in this cover.
1) Circumstance of Setting
The Circumstance of Setting concerns with the contrasts between the foreground
and the background of a narrative structure in terms of darkness and lightness, and the
colour saturation. The background of the cover is white. Blue colour partially overlaps
the background as it has function as the foreground.
b. Conceptual Representation
The representational meaning is related to conceptual process as it is indicated by the
images that do not contain vectors, are stable, and emphasize more on the description of the
represented participants and the meaning relation between them.44
1) Symbolic process
Symbolic process focuses on what a participants means or symbolize. In the
symbolic process there are have two term about the type of structure paticipant. The first
symbolic attributive, it means that the process when two participants are included the
structure , the carrier achieves its meaning or fulfil of its identity in this process while the
symbolic attribute represent the meaning or identity itself. While the symbolic suggestive
means the process when only one participant exists in this structure.
The symbolic process in the cover above is symbolic suggestive. The carrier is
the symbol of Chetana logo on the right bottom of the cover. It shows that the textbook is
published by Chetana.
In conclusion, on the cover there are narrative process and conceptual process. The
designer combines two types of representational meaning. Although on the cover above has all
the types of representational meaning but for the each part the types is not found completed. As
like in the narrative process which are has five part from action process, reactional process,
mental process, verbal process, and conversion process. In the cover, the researcher just finds
action process, reactional process, and verbal process. Then on the conceptual process the
researcher just finds symbolic process.
This finding is in line with Rifqi Nasirun Nafis in his thesis who points out that the
narrative representation occurred when a vector links the participants, they described as doing
something to or with each other. These kinds of vector patterns are based on explaining evolving
actions and events, transition processes, transitory spatial arrangements. Conceptual
representation has no vector relative to narrative representation, and often requires three
structures. Classification, logical, and symbolic processes require conceptual processes.45

44 Kress, G., & van Leeuwen, T. Op. Cit.

45 Rifqi Nasirun Nafis. Op. Cit. p. 24-25.
 28

Figure 4.3 English Now! Listening and Speaking in Everyday Life English Textbook Cover

Analytical Process Symbolic Process

Mental Process

Action Process
Reactional Process

Based on the cover above, the researcher finds all the types of the representational
meaning there are narrative process and conceptual process. Narrative process on the cover above
is represented by the vector because there is action among visual elements. While the conceptual
process is different from narrative process. In conceptual process there is no vector.
There are five types of narrative process: action process, reactional process, mental
process, verbal process, and conversion process. But in the cover, the researcher only finds action
process, reactional process, and mental process, for the verbal process, and conversion process
are not found in this cover. Then for the conceptual process which have three types from
classificational process, analytical process, and symbolic process, the researcher just finds
symbolic process and analytical process. For classificational process is not found in this cover.
a. Narrative Representation
1) Action Process
In narrative process, actor is one participant from which vector departs. If in the
visual image only include of one participant, it is usually an actor. So this process is non-
transactional in which action has no Goal. However, transactional structure consist of
both actor and goal. Goal is the participant at whom or which the vector is direct.
In this process, the Actor must either form a vector or have a vector coming out
of it. The lead shows an image of the girls and the boys who are holding a book. The
visual representation is a way to represent the process in as "The girls and the boys are
holding a book". However, there are two participants in this image, which are the girls
and the boys and also the book. In this cover, the girls and the boys are the Actor and the
book is the Goal. The action is a transactional process because it has Goal, and done or
aimed at something. The vector formed by the participants resulting an action process.
The lead in this cover also shows an image of the girls and the boys who are
walking. The visual representation is a way to represent the process in as "The girls and
the boys are walking". The action is a transactional process because it has Goal, and done
or aimed at something. The vector formed by the participants resulting an action process.
2) Reactional Process
 29

When the vector is formed by an eye line or eye contact, by the direction of the
view of one or more of the participants its namely by Reactional process. In the
reactional process contains of two components, they are reactor and phenomena. Reactor
is one who conducts the looking behavior, it can be human or human like animal. Then
the phenomena is the participant at whom or which the reactor is looking.
In this cover, the Reacter or the participant who does the looking are the girls and
the boys. However, the phenomenon is the camera (look straight ahead). There's a vector
formed by the direction of their eye line or glance. It can be transcoded that "The girls
and the boys are looking at the camera". However, there are participants in this image,
which are the girls and the boys and also the camera. The vector formed by the
participants resulting a transactional process.
3) Mental Process
Mental process commonly refers to obligue protusions of thought balloons or
dialogue balloon used to connect a human being or an animal with his or her inner mental
process or speech in comic strips. Yunru chen and Xiaofang Gao states that the
participant who emanates the ballon is called sensor, in the case of a thought balloon or
speaker, in the case of the dialogue balloon.46
A special kind of vector can be observed in comic strips. The process connects a
human perception of an inner mental process. The participants are two people (boy and
girl) and their dialogue balloon. In this case, two people are the Senser and their thought
are the Phenomenon.
Narrative process can present some information in terms of circumstances, which
are divided into setting (locative), means (tools) and accompaniment. But in the cover,
the researcher only finds circumstance of setting and accompaniment, for circumstance of
means is not found in this cover.
1) Circumstance of Setting
The Circumstance of Setting concerns with the contrasts between the foreground
and the background of a narrative structure in terms of darkness and lightness, and the
colour saturation. The basic colour of the background of the cover is blue. The
combination of white and grey colour partially overlaps the background as it has function
as the foreground. Moreover, there's little addition of yellow at the right side to highlight
the symbol of CD.
2) Circumstance of Accompaniment
This circumstance concerns with who is present during the action, but not
involved in any way with it, which is to say that they have “ no vectorial relation with
other participants” . We can see it in this figure where some people behind the other
participants clearly have no vectorial relationship with the other participants. In such case,
we will interpret the relation as a Circumstance of Accompaniment.
b. Conceptual Representation
1) Symbolic process
Symbolic process focuses on what a participants means or symbolize. In the
symbolic process there are have two term about the type of structure paticipant. The first
symbolic attributive, it means that the process when two participants are included the
structure , the carrier achieves its meaning or fulfil of its identity in this process while the
symbolic attribute represent the meaning or identity itself. While the symbolic suggestive
means the process when only one participant exists in this structure.

46 ibid. p. 347-348
 30

The symbolic process in the cover above is symbolic suggestive. The carrier is
the symbol of CD on the right side of the cover. It shows that the textbook is equipped
with CD dan also shows that the textbook is for listening skill.
2) Analytical Process
Analytical process represents participant in term of a part-whole structure. The
kinds of participants are carrier and possesive attribute. The carrier is the whole and
possesive attributes is the parts. On the other hand, in which each child is Carrier relation
to a number of (prototypical, essential) possesive attributes are (skins colour, colour and
kind of hair, colour of eyes, items of clothing) attributes which create visual conceptor
their different ethnicities.
In the cover above, the researcher just find the possesive attribute of analytical
process. Possesive attribute is the colour of hair which is all the hair which look from the
hair colour that means they are from different ethnicities, all of them have a same goal
that is by learning and mastering English language they can explore and grasp the world.
This finding is in line with Muhassin who states that the analytical structure in
conceptual process represents the whole and part relation of the represented participants
or objects in the visual mode so as to achieve cohesion of the constructed meaning.47
With this relationship, the image structure in the LoA section becomes cohesive which
strengthens the meaning of the cover.
In conclusion, on the cover there are narrative process and conceptual process. The
designer combines two types of representational meaning. Although on the cover above has all
the types of representational meaning but for the each part the types is not found completed. As
like in the narrative process which are has five part from action process, reactional process,
mental process, verbal process, and conversion process. In the cover, the researcher just finds
action process, reactional process, and mental process. Then on the conceptual process the
researcher just finds symbolic process and analytical process.

47 Muhassin, M. Op. Cit. p. 460-469.

 31

Figure 4.4 Real Lives Real Listening Advanced B2-C1 English Textbook Cover

Analytical Process

Action Process Reactional Process

Action Process
Action Process

Reactional Process Reactional Process

Action Process

Symbolic Process Reactional Process

From the cover above, the researcher finds two types of representational meaning those
are narrative process and conceptual process. The narrative process on the cover above
represented by the vector, because there is action among the visual elements. Differently to the
narrative process, in conceptual process there is no action among those visual elements.
For narrative process which have five types those are action process, reactional process,
mental process, verbal process, and conversion process. The researcher just finds the action
process and reactional process while for conceptual process which have three types those are
classificational process, analytical process and symbolic process, it just finds the symbolic
process which shows on the English textbooks cover above.
a. Narrative Representation
1) Action Process
In narrative process, actor is one participant from which vector departs. If in the
visual image only include of one participant, it is usually an actor. So this process is non-
transactional in which action has no Goal. However, transactional structure consist of
both actor and goal. Goal is the participant at whom or which the vector is direct. In this
process, the Actor must either form a vector or have a vector coming out of it. There are
four action process in this cover.

a)
The lead shows an image of the boy and two girls who are holding book.
The visual representation is a way to represent the process in as "The boy and
two girls are holding book". However, there are two participants in this image,
which are the boy and two girls and also book. In this cover, the boy and two
girls are the Actor, book is the Goal. The action is a transactional process
 32

because it has Goal, and done or aimed at something. The vector formed by the
participants resulting an action process.

b)
The lead shows an image of the boy who is on the phone using
smartphone. The visual representation is a way to represent the process in as
"The boy is on the phone using smartphone". However, there are two participants
in this image, which are the boy and smartphone. In this cover, the boy is the
Actor and smartphone is the Goal. The action is a transactional process because it
has Goal, and done or aimed at something. The vector formed by the participants
resulting an action process.

c)
The lead shows an image of a girl who is eating cake. The visual
representation is a way to represent the process in as "The girl is eating cake".
However, there are two participants in this image, which are the girl and cake. In
this cover, the girl is the Actor and cake is the Goal. The action is a transactional
process because it has Goal, and done or aimed at something. The vector formed
by the participants resulting an action process.

d)
The lead shows an image of two boys and two girls who are holding the
cup. The visual representation is a way to represent the process in as "Two boys
and two girls are holding the cup". However, there are two participants in this
image, which are two boys and two girls and also cup. In this cover, two boys and
two girls are the Actor and cup is the Goal. The action is a transactional process
because it has Goal, and done or aimed at something. The vector formed by the
participants resulting an action process.
The lead shows an image of two boys and three girls who are sitting on
chair. The visual representation is a way to represent the process in as "Two boys
and three girls are sitting on chair". However, there are two participants in this
image, which are two boys and three girls and also chair. In this cover, two boys
and three girls are the Actor and chair is the Goal. The action is a transactional
process because it has Goal, and done or aimed at something. The vector formed
by the participants resulting an action process.
2) Reactional Process
When the vector is formed by an eye line or eye contact, by the direction of the
view of one or more of the participants its namely by Reactional process. In the reactional
process contains of two components, they are reactor and phenomena. Reactor is one who
conducts the looking behavior, it can be human or human like animal. Then the
phenomena is the participant at whom or which the reactor is looking.
 33

a)
In this figure, the reactional process is formed by the eye line of
represented participants, there the girls and the boys talk and make a group
discussion with no body contact but at the same time they are looking at each
other.

b)
This figures are reactional processes. These could be seen through their
smiles and eye line of the people as the reactional process that sincerely comes
from their heart.

c)
In this cover, the Reacter or the participant who does the looking are two
boys and three girls. However, the phenomenon is the camera (look straight
ahead). There's a vector formed by the direction of their eye line or glance. It can
be transcoded that "They are ooking at the camera". However, there are
participants in this image, which are two boys and three girls and also the camera.
The vector formed by the participants resulting a transactional process.
Narrative process can present some information in terms of circumstances, which
are divided into setting (locative), means (tools) and accompaniment. But in the cover,
the researcher only finds circumstance of setting, for circumstance of means and
accompaniment are not found in this cover.
1) Circumstance of Setting
The Circumstance of Setting concerns with the contrasts between the foreground
and the background of a narrative structure in terms of darkness and lightness, and the
colour saturation. The basic colour of the background of the cover is biru telur asin. The
combination of dark blue and red colour partially overlaps the background as it has
function as the foreground.
b. Conceptual Representation
1) Symbolic process
Symbolic process focuses on what a participants means or symbolize. In the
symbolic process there are have two term about the type of structure paticipant. The first
symbolic attributive, it means that the process when two participants are included the
structure , the carrier achieves its meaning or fulfil of its identity in this process while the
symbolic attribute represent the meaning or identity itself. While the symbolic suggestive
means the process when only one participant exists in this structure.
The symbolic process in the cover above is symbolic suggestive. The carrier is
the symbol of CD on the left bottom of the cover. It shows that the textbook is equipped
with CD dan also shows that the textbook is for listening skill.
2) Analytical Process
 34

Analytical process represents participant in term of a part-whole structure. The

kinds of participants are carrier and possesive attribute. The carrier is the whole and
possesive attributes is the parts. On the other hand, in which each child is Carrier relation
to a number of (prototypical, essential) possesive attributes are (skins colour, colour and
kind of hair, colour of eyes, items of clothing) attributes which create visual conceptor
their different ethnicities.
In the cover above, the researcher just find the possesive attribute of analytical
process. Possesive attribute are the skin colour, colour and kind of hair which is all the
skin and hair which look from the skin colour, colour and kind of hair that means they are
from different ethnicities, all of them have a same goal that is by learning and mastering
English language they can explore and grasp the world.
This finding strengthens Muhassin's argument that the analytical structure in
conceptual process represents the whole and part relation of the represented participants
or objects in the visual mode so as to achieve cohesion of the constructed meaning.48
With this relationship, the image structure in the LoA section becomes cohesive which
strengthens the meaning of the cover.
In conclusion, on the cover there are narrative process and conceptual process. The
designer combines two types of representational meaning. Although on the cover above has all
the types of representational meaning but for the each part the types is not found completed. As
like in the narrative process which are has five part from action process, reactional process,
mental process, verbal process, and conversion process. In the cover, the researcher just finds
action process and reactional process. Then on the conceptual process the researcher just finds
symbolic process and analytical process.

48 ibid. p. 460-469.
 35

Figure 4.5 Real Listening & Speaking English Textbook Cover

Symbolic Process
Reactional Process

Analytical Process

Action Process

Based on the cover above, the researcher finds all the types of the representational
meaning there are narrative process and conceptual process. Narrative process on the cover above
is represented by the vector because there is action among visual elements. While the conceptual
process is different from narrative process. In conceptual process there is no vector.
There are five types of narrative process: action process, reactional process, mental
process, verbal process, and conversion process. But in the cover, the researcher only finds action
process and reactional process, for the mental process, verbal process, and conversion process are
not found in this cover. Then for the conceptual process which have three types from
classificational process, analytical process, and symbolic process, the researcher just finds
symbolic process and analytical process. For classificational process is not found in this cover.
a. Narrative Representation
1) Action Process
In narrative process, actor is one participant from which vector departs. If in the
visual image only include of one participant, it is usually an actor. So this process is non-
transactional in which action has no Goal. However, transactional structure consist of
both actor and goal. Goal is the participant at whom or which the vector is direct.
In this process, the Actor must either form a vector or have a vector coming out
of it. The lead shows an image of the girls and the boys who are holding a book. The
visual representation is a way to represent the process in as "Two boys are holding
something (gadget and pen)". However, there are two participants in this image, which
are the boys and also the gadget and pen. In this cover, the boys are the Actor, the gadget
and pen are the Goal. The action is a transactional process because it has Goal, and done
or aimed at something. The vector formed by the participants resulting an action process.
The lead shows an image of two boys and two girls who are sitting on chair. The
visual representation is a way to represent the process in as "Two boys and two girls are
sitting on chair". However, there are two participants in this image, which are two boys
and two girls and also chair. In this cover, two boys and two girls are the Actor and chair
 36

is the Goal. The action is a transactional process because it has Goal, and done or aimed
at something. The vector formed by the participants resulting an action process.
2) Reactional Process
When the vector is formed by an eye line or eye contact, by the direction of the
view of one or more of the participants its namely by Reactional process. In the reactional
process contains of two components, they are reactor and phenomena. Reactor is one who
conducts the looking behavior, it can be human or human like animal. Then the
phenomena is the participant at whom or which the reactor is looking.
In this cover, the reactional process is formed by the eye line of represented
participants, there are the girl and two boys sit down and make a group discussion with
no body contact but at the same time they are looking at each other.
Narrative process can present some information in terms of circumstances, which
are divided into setting (locative), means (tools) and accompaniment. But in the cover,
the researcher only finds circumstance of setting and accompaniment, for circumstance of
means is not found in this cover.
1) Circumstance of Setting
The Circumstance of Setting concerns with the contrasts between the foreground
and the background of a narrative structure in terms of darkness and lightness, and the
colour saturation. The basic colour of the background of the cover is red. Yellow colour
partially overlaps the background as it has function as the foreground.
2) Circumstance of Accompaniment
This circumstance concerns with who is present during the action, but not
involved in any way with it, which is to say that they have “ no vectorial relation with
other participants” . We can see it in this figure where a girl behind the other participants
clearly have no vectorial relationship with the other participants. In such case, we will
interpret the relation as a Circumstance of Accompaniment.
b. Conceptual Representation
1) Symbolic process
Symbolic process focuses on what a participants means or symbolize. In the
symbolic process there are have two term about the type of structure paticipant. The first
symbolic attributive, it means that the process when two participants are included the
structure , the carrier achieves its meaning or fulfil of its identity in this process while the
symbolic attribute represent the meaning or identity itself. While the symbolic suggestive
means the process when only one participant exists in this structure.
The symbolic process in the cover above is symbolic suggestive. The carrier is
the symbol of CD on the right top of the cover. It shows that the textbook is equipped
with CD dan also shows that the textbook is for listening skill.
2) Analytical Process
Analytical process represents participant in term of a part-whole structure. The
kinds of participants are carrier and possesive attribute. The carrier is the whole and
possesive attributes is the parts. On the other hand, in which each child is Carrier relation
to a number of (prototypical, essential) possesive attributes are (skins colour, colour and
kind of hair, colour of eyes, items of clothing) attributes which create visual conceptor
their different ethnicities.
In the cover above, the researcher just find the possesive attribute of analytical
process. Possesive attribute is the colour of hair which is all the hair which look from the
hair colour that means they are from different ethnicities, all of them have a same goal
 37

that is by using English language to listen and speak with each other, so they can explore
and grasp the world.
This finding corroborates Muhassin that maintains the analytical structure in
conceptual process represents the whole and part relation of the represented participants
or objects in the visual mode so as to achieve cohesion of the constructed meaning.49
With this relationship, the image structure in the LoA section becomes cohesive which
strengthens the meaning of the cover.
In conclusion, on the cover there are narrative and conceptual process. The designer
combines two types of representational meaning. Although on the cover above has all the types of
representational meaning but for the each part the types is not found completed. As like in the
narrative process which are has five part from action process, reactional process, mental process,
verbal process, and conversion process. In the cover, the researcher just finds action process and
reactional process. Then on the conceptual process the researcher just finds symbolic process and
analytical process.

2. The Realization of Intersemiotic Complementarity in 5 Covers of Selected English

Textbooks by Royce's Theory
This part discusses the meaning relations between visual and verbal modes of the covers
of selected English textbooks. In the covers, several attempts were found to harmonize the
meanings of the two modes in the covers.. This is in line with Royce who points out that the
combination of visual and verbal modes in multimodal texts will contribute to the achievement of
intersemiotic complementarity.50 Based on the results of the analysis, this research has found the
use of intersemiotic complementarity which includes intersemiotic repetition, synonymy, and
meronymy.

a. The Analysis of Verbal Elements in “Critical Reading and Writing” English

Textbook Cover
There are two elements that found in this cover, they are Announcement
(Primary Announcement and Secondary Announcement) and Emblem.
1) Announcement
This item is the most important message and meaning consisted in cover
which is arranged to catch the viewer's attention. Based on the level of salience, it
is classified into two: Primary and Secondary Announcement. It is primary if the
message contains important interpersonal and catch phrase aspects. Meanwhile,
Secondary Announcement works as a supporting message.
a) Primary Announcement

b) Secondary Announcement

49 ibid. p. 460-469.
50 Royce, T. (2002). Multimodality in the TESOL Classroom: Exploring Visual-Verbal Synergy. TESOL
Quarterly, 36(2), 191– 205. https://doi.org/10.2307/3588330
 38

2) Emblem
This item is composed of linguistic slogan which supports the Visual
Emblem.

b. The Analysis of Visual Elements in “ Critical Reading and Writing”

English Textbook Cover
There are three elements that found in this cover, which are the lead, display, and
emblem.
1) Lead
This component is the most important part as it has function as the main
focus of the cover. Lead is the first impression people see on a cover. It is
classified into two, Locus of Attention (LoA) and Complementary Locus of
Attention (Comp. LoA). LoA is the most salient item because it is shown in
designated color and size, different with other visual components. Comp. LoA is
the background to highlight the LoA, so that the attention of the viewer would
focus on specific parts in LoA.
a) Locus of Attention (LoA)

Based on the picture above, for the visual element, it can be seen
that the boy is the lead of this cover as it is the main focus of attention
that catch the viewer's eyes. Lead is the first impression people see on a
cover. It can be seen from the cover that the model is the most salient
item as it is the biggest visual object and the only tangible among other
visual components.
b) Complementary Locus of Attention (Comp. LoA)

Based on the picture above, for visual element, it can be seen

that the boy's thought (dialogue balloons) is the complementarity locus
of attention (Comp. LoA). Comp. LoA is the background to highlight the
LoA, so that the attention of the viewer would focus on specific parts in
LoA.
2) Display
This component shows the characteristics of Lead in a real way by two
matrix of Explicit-Implicit and Congruent-Incongruent. It is explicit if the
tangible object is described in a real way and implicit if the intangible object
 39

becomes tangible through another medium. Meanwhile, it is congruent if the

object is realized without symbolization and incongruent if the object is realize
throuh symbolization.
a) Incongruent and Implicit
The image are displayed in a form of animations in a shape of
human. The services of the programs are not described in real activities.
The leads are showed in an implicit way because the service is given
tangible form through another medium. The people are highlighting their
own titles or programs, but they are not real.
3) Emblem

The last element of the visual resource is the Emblem. Visual emblem of
the first cover shows a symbol which represents Universitas Terbuka as the
publisher's logo. It is to accompany the brandname as the linguistic emblem.
Based on the explanation about generic structure potential proposed by Cheong in
analysing the structure of visual element and verbal element of the cover above, the researcher
only finds Announcement and Emblem for the verbal element, and for visual element the
researcher finds Lead, Display, and Emblem.
To know how the verbal modes and visual modes strengthen each other's meaning in the
covers of English textbook above, the researcher uses the theory of intersemiotic
complementarity proposed by Royce, which consists of repetition, synonymy, antonymy,
meronymy, hyponymy, and collocation. In this cover, the researcher only finds repetition,
synonymy, and meronymy.
a. Repetition
Royce maintains that in multimodal discourse, repetition considers the
appearance of lexical items that express the same meaning as objects in visuals. 51
Repetition or identical experiential meaning is seen in this English textbook cover i.c. in
the form of the publisher's logo in visual emblem repeated in name of publisher found in
linguistic emblem.
This finding is closely related to the assertion of Halliday & Matthiessen that
repetition is a direct form of lexical cohesion which is generally used in texts. What
needs to be underlined is that the overall meaning of a text can become clearer when
there is greater lexical repetition of key words.52
b. Synonymy
Synonymy or the same / similar experiential meaning. Synonymy relationship
can be seen in this English textbook cover i.e. the relationship between the Primary
Announcement especially the word "critical" that relate with the Complementary Locus
of Attention (Comp. LoA) picture of the boy's dialogue balloons which represent the
word "analytical". So, the words "critical" and "analytical" have the synonymy
relationship.

51 Royce, T. (2007). Intersemiotic complementarity: A framework for multimodal. In T. D. Royce & W. L.

Bowcher (Eds.), New directions in the analysis of multimodal discourse (pp. 63-109). London: Lawrence Erlbaum
Associates.
52 Naser, M., & Almoisheer, R. (2018). Lexical repetition and written text’ s unity from gender perspectives: A

case of languages and translation students at the University of Tabuk. African Journal of Humanities and Social Science
Research, 2(3), 14-22.
 40

This finding corroborates Nakukawa & Jawahar that maintain in synonymy

relation, both the visual and verbal modes complement each other to promote the
relations between concepts and their meaning and it is beneficial for facilitating the
increased cohesion of text and avoiding inappropriate repetition of the same word.53
c. Meronymy
In this English textbook cover, meronymy or the relation between part and whole
of something is shown with the picture of books that is inseparable part of reading and
writing activities. This indicates that there is a whole-part relation between visual mode
and verbal mode. This finding strengthens Nakukawa's argument that meronymy is
useful as it facilitates the learning of part-whole relations in multimodal texts.54

a. The Analysis of Verbal Elements in “ English (H.L.) Grammar & Writing

Skills” English Textbook Cover
There are two elements that found in this cover, they are Announcement (Primary
Announcement and Secondary Announcement) and Emblem.
1) Announcement
This item is the most important message and meaning consisted in cover
which is arranged to catch the viewer's attention. Based on the level of salience, it
is classified into two: Primary and Secondary Announcement. It is primary if the
message contains important interpersonal and catch phrase aspects. Meanwhile,
Secondary Announcement works as a supporting message.
a) Primary Announcement

b) Secondary Announcement

2) Emblem
This item is composed of linguistic slogan which supports the Visual
Emblem.

b. The Analysis of Visual Elements in “ English (H.L.) Grammar & Writing

Skills” English Textbook Cover
There are three elements that found in this cover, which are the lead, display, and
emblem.
1) Lead
This component is the most important part as it has function as the main
focus of the cover. Lead is the first impression people see on a cover. It is
classified into two, Locus of Attention (LoA) and Complementary Locus of
Attention (Comp. LoA). LoA is the most salient item because it is shown in

53 Nakakuwa, T.& Jawahar, K. (2020): Intersemiotic Complementarityin NamibianPhysical Science Teachers’

Classroom Practice, African Journal of Research inMathematics, Science and Technology Education, DOI:
10.1080/18117295.2020.1837509
54 Nakakuwa, T. (2019). Exploring intersemiotic complementarity in three Namibian physical science teachers’

classroom practice (Unpublished master’ s thesis). Rhodes University, Grahamstown.

 41

designated color and size, different with other visual components. Comp. LoA is
the background to highlight the LoA, so that the attention of the viewer would
focus on specific parts in LoA.
a) Locus of Attention (LoA)

Based on the picture above, for the visual element, it can be seen
that the nine children are the lead of this cover as it is the main focus of
attention that catch the viewer's eyes. Lead is the first impression people
see on a cover. It can be seen from the cover that the model is the most
salient item as it is the biggest visual object and the only tangible among
other visual components.
2) Display
This component shows the characteristics of Lead in a real way by two
matrix of Explicit-Implicit and Congruent-Incongruent. It is explicit if the
tangible object is described in a real way and implicit if the intangible object
becomes tangible through another medium. Meanwhile, it is congruent if the
object is realized without symbolization and incongruent if the object is realize
throuh symbolization.
a) Incongruent and Implicit
The image are displayed in a form of animations in a shape of
human. The services of the programs are not described in real activities.
The leads are showed in an implicit way because the service is given
tangible form through another medium. The people are highlighting their
own titles or programs, but they are not real.
3) Emblem

The last element of the visual resource is the Emblem. Visual emblem of
the second cover shows a symbol which represents Chetana as the publisher's
logo. It is to accompany the brandname as the linguistic emblem.

The other visual emblem of the second cover shows a symbol which
represents that this book can be scanned for digital support.
Based on the explanation about generic structure potential proposed by Cheong
in analysing the structure of visual element and verbal element of the cover above, the
 42

researcher only finds Announcement and Emblem for the verbal element, and for visual
element the researcher finds Lead, Display, and Emblem.
To know how the verbal modes and visual modes strengthen each other's
meaning in the covers of English textbook above, the researcher uses the theory of
intersemiotic complementarity proposed by Royce, which consists of repetition,
synonymy, antonymy, meronymy, hyponymy, and collocation. In this cover, the
researcher only finds repetition and meronymy.
a. Repetition
Royce maintains that in multimodal discourse, repetition considers the
appearance of lexical items that express the same meaning as objects in visuals. 55
Repetition or identical experiential meaning is seen in this English textbook cover i.c. in
the form of the publisher's logo in visual emblem repeated in name of publisher found in
linguistic emblem.
This finding is closely related to the assertion of Halliday & Matthiessen that
repetition is a direct form of lexical cohesion which is generally used in texts. What
needs to be underlined is that the overall meaning of a text can become clearer when
there is greater lexical repetition of key words.56
b. Meronymy
1) In this English textbook cover, meronymy or the relation between part
and whole of something is shown with the picture of books that is inseparable part of
reading and writing activities.
2) Meronymy is shown in the way of speech balloons in the lead that
indicate the kinds or parts of grammar that relates to the "grammar" word in the primary
announcement.
This indicates that there is a whole-part relation between visual mode and verbal
mode. This finding strengthens Nakukawa's argument that meronymy is useful as it
facilitates the learning of part-whole relations in multimodal texts.57

a. The Analysis of Verbal Elements in “ English Now! Listening and Speaking

in Everyday Life” English Textbook Cover
There are two elements that found in this cover, they are Announcement
(Primary Announcement and Secondary Announcemen) and Emblem.
1) Announcement
This item is the most important message and meaning consisted in cover
which is arranged to catch the viewer's attention. Based on the level of salience, it
is classified into two: Primary and Secondary Announcement. It is primary if the
message contains important interpersonal and catch phrase aspects. Meanwhile,
Secondary Announcement works as a supporting message.
a) Primary Announcement

55 Royce, T. Op. Cit. pp. 69-103.

56 Naser, M., & Almoisheer, R. Op. Cit. p. 14-22.
57 Nakakuwa, T. Op. Cit.
 43

b) Secondary Announcement

2) Emblem
This item is composed of linguistic slogan which supports the Visual
Emblem.

b. The Analysis of Visual Elements in “ English Now! Listening and Speaking

in Everyday Life” English Textbook Cover
There are three elements that found in this cover, which are the lead, display, and
emblem.
1) Lead
This component is the most important part as it has function as the main
focus of the cover. Lead is the first impression people see on a cover. It is
classified into two, Locus of Attention (LoA) and Complementary Locus of
Attention (Comp. LoA). LoA is the most salient item because it is shown in
designated color and size, different with other visual components. Comp. LoA is
the background to highlight the LoA, so that the attention of the viewer would
focus on specific parts in LoA.
a) Locus of Attention (LoA)

Based on the picture above, for the visual element, it can be seen
that the boys and the girls are the lead of this cover as it is the main focus
of attention that catch the viewer's eyes. Lead is the first impression
people see on a cover. It can be seen from the cover that the model is the
most salient item as it is the biggest visual object and the only tangible
among other visual components.
b) Complementary Locus of Attention (Comp. LoA)

Based on the picture above, for visual element, it can be seen

that the boy and the girl are the complementarity locus of attention
 44

(Comp. LoA). Comp. LoA is the background to highlight the LoA, so

that the attention of the viewer would focus on specific parts in LoA.
2) Display
This component shows the characteristics of Lead in a real way by two
matrix of Explicit-Implicit and Congruent-Incongruent. It is explicit if the
tangible object is described in a real way and implicit if the intangible object
becomes tangible through another medium. Meanwhile, it is congruent if the
object is realized without symbolization and incongruent if the object is realize
throuh symbolization.
a) Congruent and Explicit
In this cover, the display is congruent because it's using the real
object without using symbolization. Moreover, the lead in this cover is
explicit because the tangible object is described in a real way. The boys
and the girls are smiling as a way to describe the students who are happy
to study. The girls and the boys are holding a book as a way to describe
the students who wants to study. It's relevant with the cover, because this
textbook is for listening and speaking, so the students can study listening
and speaking in everyday life happily and enjoy by using this book.
3) Emblem

The last element of the visual resource is the Emblem. Visual emblem of
the third cover shows a symbol which represents NTV as the publisher's logo. It
is to accompany the brandname as the linguistic emblem.

The other visual emblem of the third cover shows a symbol which
represents that this textbook is equipped with CD dan also shows that it is for
listening skill.

The last visual emblem of the third cover shows a symbol which
represents that this textbook is for first grade.
Based on the explanation about generic structure potential proposed by Cheong
in analysing the structure of visual element and verbal element of the cover above, the
researcher only finds Announcement and Emblem for the verbal element, and for visual
element the researcher finds Lead, Display, and Emblem.
To know how the verbal modes and visual modes strengthen each other's
meaning in the covers of English textbook above, the researcher uses the theory of
intersemiotic complementarity proposed by Royce, which consists of repetition,
synonymy, antonymy, meronymy, hyponymy, and collocation. In this cover, the
researcher only finds repetition, synonymy, and meronymy.
a. Repetition
Royce maintains that in multimodal discourse, repetition considers the
appearance of lexical items that express the same meaning as objects in visuals.58

58 Royce, T. Op. Cit. pp. 69-103.

 45

1) Repetition or identical experiential meaning is seen in this English

textbook cover i.c. in the form of the publisher's logo in visual emblem repeated
in name of publisher found in linguistic emblem.
2) Other repetition in this cover is seen in the picture of CD in visual
emblem repeated in name of "MP3" and shows that this English textbook is for
listening skill.
This finding is closely related to the assertion of Halliday & Matthiessen that
repetition is a direct form of lexical cohesion which is generally used in texts. What needs
to be underlined is that the overall meaning of a text can become clearer when there is
greater lexical repetition of key words.59
b. Synonymy
1) Synonymy or the same / similar experiential meaning. Synonymy
relationship can be seen in this English textbook cover i.e. the relationship
between the Secondary Announcement especially the word "enjoy" that relate
with the Locus of Attention (LoA) picture of the the boys and the girls are
smiling as a way to describe the students who are "happy" to study. So, the words
"enjoy" and "happy" have the synonymy relationship.
2) Synonymy relationship can also be seen in this English textbook cover
i.e. the relationship between the Secondary Announcement especially the word
"learning" that relate with the Locus of Attention (LoA) picture of the girls and
the boys are holding a book as a way to describe the students who are wants
studying. So, the words "learning" and "studying" have the synonymy
relationship.
3) The last synonymy relationship in this English textbook cover can be
seen in i.e. the relationship between the Primary Announcement especially the
word "listening and speaking" that relate with the Complementary Locus of
Attention (Comp. LoA) picture of the girl and the boy are talking and hearing at
each other as we know in their speech balloon as a way to describe that this
textbook is for listening and speaking skill in everyday life. So, the words
"listening" and "hearing" and also "speaking" and "talking" have the synonymy
relationship.
This finding corroborates Nakukawa & Jawahar that maintain in synonymy
relation, both the visual and verbal modes complement each other to promote the
relations between concepts and their meaning and it is beneficial for facilitating the
increased cohesion of text and avoiding inappropriate repetition of the same word.60
c. Meronymy
In this English textbook cover, meronymy or the relation between part and whole
of something is shown with the picture of books that is inseparable part of learning
activities or shows that the students who want to learn. This indicates that there is a
whole-part relation between visual mode and verbal mode. This finding strengthens
Nakukawa's argument that meronymy is useful as it facilitates the learning of part-whole
relations in multimodal texts.61

59 Naser, M., & Almoisheer, R. Op. Cit. p. 14-22.

60 Nakakuwa, T.& Jawahar, K. Op. Cit.
61 Nakakuwa, T. Op. Cit.
 46

a. The Analysis of Verbal Elements in “ Real Lives Real Listening Advanced

B2-C1” English Textbook Cover
There are three elements that found in this cover, they are Announcement
(Primary Announcement and Secondary Announcement) and Emblem.
1) Announcement
This item is the most important message and meaning consisted in cover
which is arranged to catch the viewer's attention. Based on the level of salience,
it is classified into two: Primary and Secondary Announcement. It is primary if
the message contains important interpersonal and catch phrase aspects.
Meanwhile, Secondary Announcement works as a supporting message.
a) Primary Announcement

b) Secondary Announcement

2) Emblem
This item is composed of linguistic slogan which supports the Visual
Emblem.

b. The Analysis of Visual Elements in “ Real Lives Real Listening Advanced

B2-C1” English Textbook Cover
There are three elements that found in this cover, which are the lead, display, and
emblem.
1) Lead
This component is the most important part as it has function as the main
focus of the cover. Lead is the first impression people see on a cover. It is
classified into two, Locus of Attention (LoA) and Complementary Locus of
Attention (Comp. LoA). LoA is the most salient item because it is shown in
designated color and size, different with other visual components. Comp. LoA is
the background to highlight the LoA, so that the attention of the viewer would
focus on specific parts in LoA.
a) Locus of Attention (LoA)

Based on the picture above, for the visual element, it can be seen
that the boys and the girls are the lead of this cover as it is the main focus
of attention that catch the viewer's eyes. Lead is the first impression
 47

people see on an advertisement. It can be seen from the cover that the
model is the most salient item as it is the biggest visual object and the
only tangible among other visual components.
2) Display
This component shows the characteristics of Lead in a real way by two
matrix of Explicit-Implicit and Congruent-Incongruent. It is explicit if the
tangible object is described in a real way and implicit if the intangible object
becomes tangible through another medium. Meanwhile, it is congruent if the
object is realized without symbolization and incongruent if the object is realize
throuh symbolization.
a) Congruent and Explicit
In this cover, the display is congruent because it's using the real
object without using symbolization. Moreover, the lead in this cover is
explicit because the tangible object is described in a real way. The boys
and the girls are smiling as a way to describe the students who are happy
to study. The girls and the boys are holding a book as a way to describe
the students who wants to study. The girls and the boys talk and make a
group discussion with no body contact but at the same time they are
looking at each other. It's relevant with the cover, because this textbook
is for listening, so the students can study listening in real lives happily
and enjoy by using this book.
3) Emblem

The last element of the visual resource is the Emblem. Visual emblem of
the fourth cover shows a symbol which represents Collins as the publisher's logo.
It is to accompany the brandname as the linguistic emblem.

The other visual emblem of the fourth cover shows a symbol which
represents that this textbook is for student.

The last visual emblem of the fourth cover shows a symbol which
represents that this textbook is equipped with CD dan also shows that it is for
listening skill.
Based on the explanation about generic structure potential proposed by Cheong
in analysing the structure of visual element and verbal element of the cover above, the
researcher only finds Announcement and Emblem for the verbal element, and for visual
element the researcher finds Lead, Display, and Emblem.
To know how the verbal modes and visual modes strengthen each other's
meaning in the covers of English textbook above, the researcher uses the theory of
intersemiotic complementarity proposed by Royce, which consists of repetition,
synonymy, antonymy, meronymy, hyponymy, and collocation. In this cover, the
researcher only finds repetition, synonymy, and meronymy.
a. Repetition
 48

Royce maintains that in multimodal discourse, repetition considers the

appearance of lexical items that express the same meaning as objects in visuals. 62
Repetition or identical experiential meaning in this English textbook cover is seen in the
picture of CD in visual emblem repeated in name of "MP3 CD" and shows that this
English textbook is for listening skill.
This finding is closely related to the assertion of Halliday & Matthiessen that
repetition is a direct form of lexical cohesion which is generally used in texts. What
needs to be underlined is that the overall meaning of a text can become clearer when
there is greater lexical repetition of key words.63
b. Synonymy
Synonymy or the same / similar experiential meaning. Synonymy relationship
can be seen in this English textbook cover i.e. the relationship between the Primary
Announcement especially the word "real lives real listening" that relate with the Locus of
Attention (LoA) picture of the girls and the boys are talking and hearing at each other as
a way to describe that this textbook is for listening skill in real lives. So, the words
"listening" and "hearing" have the synonymy relationship.
This finding corroborates Nakukawa & Jawahar that maintain in synonymy
relation, both the visual and verbal modes complement each other to promote the
relations between concepts and their meaning and it is beneficial for facilitating the
increased cohesion of text and avoiding inappropriate repetition of the same word.64
c. Meronymy
In this English textbook cover, meronymy or the relation between part and whole
of something is shown with the linguistic emblem of the writer's name "Sheila Thorn"
that is part of publisher's logo "Collins" found in visual emblem. This indicates that there
is a whole-part relation between visual mode and verbal mode. This finding strengthens
Nakukawa's argument that meronymy is useful as it facilitates the learning of part-whole
relations in multimodal texts.65

a. The Analysis of Verbal Elements in “ Real Listening and Speaking” English

Textbook Cover
There are three elements that found in this cover, they are Announcement
(Primary Announcement and Secondary Announcement) and Emblem.
1) Announcement
This item is the most important message and meaning consisted in cover
which is arranged to catch the viewer's attention. Based on the level of salience,
it is classified into two: Primary and Secondary Announcement. It is primary if
the message contains important interpersonal and catch phrase aspects.
Meanwhile, Secondary Announcement works as a supporting message.
a) Primary Announcement

62 Royce, T. Op. Cit. pp. 69-103.

63 Naser, M., & Almoisheer, R. Op. Cit. p. 14-22.
64 Nakakuwa, T.& Jawahar, K. Op. Cit.
65 Nakakuwa, T. Op. Cit.
 49

b) Secondary Announcement

2) Emblem
This item is composed of linguistic slogan which supports the Visual
Emblem.

b. The Analysis of Visual Elements in “ Real Listening and Speaking” English

Textbook Cover
There are three elements that found in this brochure, which are the lead, display,
and emblem.
1) Lead
This component is the most important part as it has function as the main
focus of the cover. Lead is the first impression people see on a cover. It is
classified into two, Locus of Attention (LoA) and Complementary Locus of
Attention (Comp. LoA). LoA is the most salient item because it is shown in
designated color and size, different with other visual components. Comp. LoA is
the background to highlight the LoA, so that the attention of the viewer would
focus on specific parts in LoA.
a) Locus of Attention (LoA)

Based on the picture above, for the visual element, it can be seen
that the boys and the girls are the lead of this cover as it is the main focus
of attention that catch the viewer's eyes. Lead is the first impression
people see on an advertisement. It can be seen from the cover that the
model is the most salient item as it is the biggest visual object and the
only tangible among other visual components.
2) Display
This component shows the characteristics of Lead in a real way by two
matrix of Explicit-Implicit and Congruent-Incongruent. It is explicit if the
tangible object is described in a real way and implicit if the intangible object
becomes tangible through another medium. Meanwhile, it is congruent if the
 50

object is realized without symbolization and incongruent if the object is realize

throuh symbolization.
a) Congruent and Explicit
In this cover, the display is congruent because it's using the real
object without using symbolization. Moreover, the lead in this cover is
explicit because the tangible object is described in a real way. The girl
and two boys sit down and make a group discussion with no body
contact but at the same time they are looking at each other. It's relevant
with the cover, because this book is for listening and speaking, so the
students can study listening and speaking happily and enjoy by using this
book.
3) Emblem

The last element of the visual resource is the Emblem. Visual emblem of
the fifth cover shows a symbol which represents Cambridge as the publisher's
logo. It is to accompany the brandname as the linguistic emblem.

The other visual emblem of the fifth cover shows a symbol which
represents that this textbook is equipped with CD dan also shows that it is for
listening skill.

The last visual emblem of the fifth cover shows a symbol which
represents that this textbook is for fourth grade.
Based on the explanation about generic structure potential proposed by Cheong
in analysing the structure of visual element and verbal element of the cover above, the
researcher only finds Announcement and Emblem for the verbal element, and for visual
element the researcher finds Lead, Display, and Emblem.
To know how the verbal modes and visual modes strengthen each other's
meaning in the covers of English textbook above, the researcher uses the theory of
intersemiotic complementarity proposed by Royce, which consists of repetition,
synonymy, antonymy, meronymy, hyponymy, and collocation. In this cover, the
researcher only finds repetition, synonymy, and meronymy.
a. Repetition
Royce maintains that in multimodal discourse, repetition considers the
appearance of lexical items that express the same meaning as objects in visuals. 66
Repetition or identical experiential meaning in this English textbook cover is seen in the
picture of CD in visual emblem repeated in name of "MP3 CD" and shows that this
English textbook is for listening skill.
This finding is closely related to the assertion of Halliday & Matthiessen that
repetition is a direct form of lexical cohesion which is generally used in texts. What

66 Royce, T. Op. Cit. pp. 69-103.

 51

needs to be underlined is that the overall meaning of a text can become clearer when
there is greater lexical repetition of key words.67
b. Synonymy
Synonymy or the same / similar experiential meaning. Synonymy relationship
can be seen in this English textbook cover i.e. the relationship between the Primary
Announcement especially the word "real lives real listening" that relate with the Locus of
Attention (LoA) picture of the girl and the boys are talking and hearing at each other as a
way to describe that this textbook is for listening and speaking skill in real lives. So, the
words "listening" and "hearing" and also "speaking" and "talking" have the synonymy
relationship.
This finding corroborates Nakukawa & Jawahar that maintain in synonymy
relation, both the visual and verbal modes complement each other to promote the
relations between concepts and their meaning and it is beneficial for facilitating the
increased cohesion of text and avoiding inappropriate repetition of the same word.68
c. Meronymy
In this English textbook cover, meronymy or the relation between part and whole
of something is shown with the linguistic emblem of the writer's name "Miles Craven"
that is part of publisher's logo "Cambridge" found in visual emblem. This indicates that
there is a whole-part relation between visual mode and verbal mode. This finding
strengthens Nakukawa's argument that meronymy is useful as it facilitates the learning of
part-whole relations in multimodal texts.69

67 Naser, M., & Almoisheer, R. Op. Cit. p. 14-22.

68 Nakakuwa, T.& Jawahar, K. Op. Cit.
69 Nakakuwa, T. Op. Cit.
 52

CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion of this research based on the findings and
discussion in previous chapter.

A. Conclusion
Based on the findings and discussion of this research, the researcher found two types of
representational meaning used in the covers of selected English textbooks. Those are narrative
representation and conceptual representation. For the first, the representational meaning is represented
through narrative representation which includes action process, reactional process, mental process, verbal
process, and conversion process. Then the second, the representational meaning is represented by
conceptual representation which includes classificational process, analytical process and symbolic
process.
After the researcher analyzed 5 covers of selected English Textbooks in previous chapter, it is
only found 17,19% of action process, 56,25% of reactional process, 7,81% of mental process, 14,06% of
verbal process, and 4,69% of conversion process on the narrative representation. For conceptual
representation, the researcher found 23,08% of classificational process, 38,46% of analytical process and
38,46% of symbolic process. So, the most dominant type of representational meaning used in the covers
of selected English textbooks in this research is narrative representation, that is the part of reactional
process.
Based on generic structure potential by Cheong and intersemiotic complementarity by Royce,
both of those components have the meaning and they interact each other to deliver the message of the
covers to the viewers. According to Cheong’ s theory, those 5 covers of selected English textbooks have
the generic structure potential in the form of visual and verbal components. The visual components of the
cover include lead, display and emblem. Whereas, in terms of verbal components of the cover include
announcement and emblem.
Both verbal texts and visual images in the covers work together to make the viewers understand
the messages of the covers. If the viewers only see the cover in the form of visual images without any
explanations from verbal texts or vice versa, they will get confused and they will not understand the real
messages of the cover itself. For the example, the messages which is delivered through the image of the
English textbook cover will not be understood well if it is not supported by the verbal explanation which
are found in announcement or enhancer.
According to Royce’ s theory of the intersemiotic complementarity, it can be seen that there is
the sense of relations between the verbal text and visual images. Those sense of relations are repetition
(33,33%), synonymy (33,33%) and meronymy (33,33%) which are found in the covers. Based on the
whole discussion, it can be concluded that the verbal texts of the covers strengthen the visual images and
vice versa. Cooperation between verbal texts and visual images is to deliver the messages of the covers to
the viewers.

B. Suggestion
The researcher offers some suggestions of this research, which are:
1. The representational meaning and intersemiotic complementarity theories can be applied
to analyze all kinds of textbook covers. Therefore, the researcher suggests the next researchers
who want to conduct research on the same field to explore and apply those theories on different
kinds of textbook covers and many others to see the relations of visual images and verbal texts in
 53

the textbook covers. Furthermore, the researcher also suggests the next researchers to analyze the
visual images deeper. Perhaps, it can be done by focusing on the colors used in the covers since
the certain choice of the colors may have certain messages from the designer.
2. For readers and students, the researcher hopes that this research can be useful and help
the students to give some knowledges about reading image.
3. For designer of textbook covers, the researcher hopes that they consider about the
repesentation of the cover. It has purposed to attract the reader has interested to read the textbook.
Furthermore, to make good cover, the designer can used theory of Kress and Van Leeuwen as
representational meaning and also intersemiotic complementarity theory proposed by Royce.
 54

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 57

APPENDICES

Appendix 1 Critical Reading and Writing English Textbook Cover

 58

Appendix 2 English (H.L.) Grammar & Writing Skills English Textbook Cover
 59

Appendix 3 English Now! Listening and Speaking in Everyday Life English Textbook Cover
 60

Appendix 4 Real Lives Real Listening Advanced B2-C1 English Textbook Cover
 61

Appendix 5 Real Listening & Speaking English Textbook Cover