MULTIMODALITY IN THE TEXTBOOK “ENGLISH IN MIND 3” FOR TENTH GRADE STUDENTS OF SMAN 7 BINJAI

This study aimed to investigate multimodality component, verbal and visual
modes in textbook “English in Mind 3”. This study was conducted by using
descriptive qualitative research method by Miles, Huberman and Saldana (2014).
The data used from 4 welcome sections and 14 chapters in the textbook “English
in Mind 3” for Tenth Grade Students. The data were collected through
observation checklist. The data collected relates to the components of
multimodality, verbal modes and visual modes, in the reading section of each
welcome section and chapter. This study applied the theory of multimodal, for
verbal modes is Systemic Functional Linguistic by Halliday (1994) and for visual
modes is Reading Images by Kress and van Leeuwen (2006). The results of this
study are verbal and visual modes have been represented in each chapter of the
textbook. Overall, the compatibility between verbal modes and visual modes in
supporting the conveying of meaning has also been described well, although there
are still some discrepancies. It was also found that this textbook is suitable for use
in learning English related to multimodality.