Abstract:
This study aimed to investigate the verbal and visual modes found in the locally
and internationally published EFL textbooks. The study applied the theory of
multimodal, a combination of Halliday‘s (1994) Systemic Functional Linguistic
and Kress and van Leeuwen‘s (2006) Grammar Visual Design to identify the
verbal and visual modes. This study also used a qualitative research method
proposed by Miles, Huberman, & Saldana (2014). The data used from 11 chapters
in the locally published EFL textbook entitled 'English, Think Globally Act
Locally' published by the Indonesian Ministry of Education and Culture in 2018
and from 18 chapters in the internationally published EFL textbook entitled
'Cambridge Global English for Cambridge Secondary 1 English as a Second
Language Stage 9' published by Cambridge University Press in 2016 related to
multimodality verbal and visual modes in the form of images containing text from
each chapter in both books. The results of the study found that the verbal and
visual modes contained in EFL textbooks published locally and internationally
had similarities and differences. It was also found that EFL textbooks published
internationally were more dominant in applying verbal and visual modes.
Therefore, internationally published EFL textbooks are recommended to be used
as EFL textbooks for 9th-grade junior high school students in Indonesia because it
contained more multimodalities that can contribute to students' cognitive abilities
and increase creativity, attention, engagement generation, and literacy changes in
students (Torres, 2015).
