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  <title>A VISUAL ANALYSIS OF THE ENGLISH TEXTBOOK “PATHWAY TO ENGLISH 3” USED IN SENIOR HIGH SCHOOL</title>
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  <namePart>Anna Nuriskia</namePart>
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  <place>
   <placeTerm type="text">Banda Aceh</placeTerm>
   <publisher>Universitas Syiah Kuala</publisher>
   <dateIssued>2020</dateIssued>
  </place>
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  <languageTerm type="text">Indonesia</languageTerm>
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 <note>Abstract&#13;
Name      : Anna Nuriskia&#13;
Student No.    : 1806202020035&#13;
Study Program  : English Education&#13;
Title  : A Visual Analysis of the English Textbook “Pathway to &#13;
f English 3” Used in Senior High School&#13;
Keywords: visual analysis, representational meaning, interactive meaning, &#13;
compositional meaning, and textbook analysis.&#13;
This study focused on analyzing the visual values that are contained in a textbook. &#13;
In conducting this research, descriptive qualitative approach was used. The content &#13;
analysis model was implemented. The data source was from an English textbook &#13;
published by Erlangga in 2010 named Pathway to English 3. The data were &#13;
collected through documentation procedure where the textbook was examined &#13;
repeatedly to classify the data based on Kress and Van Leuween’s (2006) visual &#13;
complementarity. From the findings, there are three results. First, concerning to the &#13;
representational meaning, the majority of participants employed in the textbook is &#13;
human participant (53.4%). Meanwhile, the non-human participants that are mostly &#13;
used is object participants. Second, from the interactive meaning, the medium shot &#13;
(69.5%) and oblique perspective (54.9%) are used in more in the textbook. And the &#13;
whole pictures in the book as unsaturated pictures (100%). Additionally, 81.7% of &#13;
the images have background. Last, from the compositional meaning, it was found &#13;
that the images are more presented to be informative (38.6%) rather than illustrative &#13;
(34.8%) and decorative (26.6%). Furthermore, the dominant position of the images &#13;
is top/bottom position (60.7%). In conclusion, the pictures from the textbooks can &#13;
be said to serve the pedagogical purposes in assisting students to do the tasks that &#13;
follow the pictures. It is also suggested that language textbook can be provided in &#13;
full saturated images to let students experience the real-life pictures.</note>
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  <physicalLocation>ELECTRONIC THESES AND DISSERTATION Universitas Syiah Kuala</physicalLocation>
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