A Multimodal Analysis of Meaning-Making in the “Train of Thought” English Textbook for Grade XII: A Descriptive Qualitative Study

Abstract

This study aims to analyze multimodal meaning-making in the Train of Thought English textbook for Grade XII students by focusing on three key aspects: expression, interaction, and composition. Employing a descriptive qualitative research design, this study applies Kress and van Leeuwen’s (2021) visual grammar framework to examine how visual and verbal elements contribute to the construction of meaning. The data were collected from selected pages of the textbook and analyzed using qualitative content analysis to explore the relationships among various semiotic resources. The findings indicate that multimodality is realized through the integration of text, images, color, and layout, which work together to support meaning-making. In terms of expression (representational metafunction), the textbook predominantly presents participants, actions, and concepts that facilitate students’ understanding of the content. The interaction (interactional metafunction) is reflected through gaze, gestures, and linguistic features that engage readers and establish interpersonal relationships. Meanwhile, composition (compositional metafunction) organizes information through spatial arrangement, salience, and balance, guiding readers in interpreting the content effectively. Overall, the three elements—expression, interaction, and composition—are interconnected and play a significant role in enhancing students’ comprehension and engagement. This study concludes that the Train of Thought textbook effectively implements multimodal principles to support English language learning, and the findings are expected to provide valuable insights for teachers, material developers, and researchers in designing and evaluating multimodal instructional materials.