KHALISAH, KHALISAH (2022) A VISUAL SEMIOTIC ANALYSIS OF AN INDONESIAN ENGLISH TEXTBOOK ON MULTICULTURAL VALUES. Skripsi, Fakultas Tarbiyah dan Keguruan.

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ABSTRAK

Khalisah. 2022. A Visual Semiotic Analysis of an Indonesian English Textbook on Multicultural Values. Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Antasari State Islamic University. Advisors: (I) Dr. Hj. Nida Mufidah, M. Pd (II) Siti Muflichah, M. Ag., M. Ed., Ph. D. Keywords: Visual Semiotic, Visual Artifacts, Cultural Categories, EFL Textbook This study was aimed to analyze types of cultural categories and cultural meaning based on visual semiotic of an EFL textbook entitled “Bahasa Inggris Think Globally Act Locally for Grade Nine (English for Junior High School/Islamic Junior High School) published by the Ministry of Education and Culture of the Republic Indonesia. This study was aimed to analyze types of cultural categories and cultural meaning based on visual semiotic based on categorization proposed Cortazzi and Jin (1999) to determine the types of cultural categories, and while to reveal the cultural meaning, the researcher used visual semiotic theory of Roland Barthes (1977) that has two layers in visual semiotic: denotation and connotation, this study used both layer to analyzed the multicultural values represented in Junior High School through visual artifacts in the textbook. This study used qualitative research especially content analysis and this study got main data from library research. The result of this study showed that 15 out of 52 images provided in Bahasa Inggris Think Globally Act Locally represent multicultural values in visual semiotic analysis. Those multicultural values are ROPT (respecting other people’s traditions), AOPP (appreciating other people’s perspectives), AOPCP (appreciating other people’s cultural products), and AWER (appreciating women’s equal rights). Bahasa Inggris Think Globally Act Locally dominantly presented through Source culture compared to Target culture, International Culture and Neutral culture and most represented in form of folktales from Indonesia (Sangkuriang), cloth (Ulos), tools (Angklung, Noken, Payung Geulis) and in form of Indonesian names of Place (Batak, Sumatera, Jepara and Bali, etc). These insights gave students opportunities to enhance their intercultural communication competence (ICC) by appreciating cultural diversity and respect different culture around them.

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