This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

Previous studies show that self-resilience was significantly improved in students with special needs by supporting the social environment and the learning system. Additionally, support for the role of counseling teachers in inclusive schools fosters self-resilience. In this regard, this study aimed to understand the role of counseling teachers foster self-resilience among students with special needs in inclusive schools. The grounded theory approach was applied to produce theories related to these issues. The participants included eleven counseling teachers and the special needs students drawn from three schools in West Sumatra and Bengkulu, Indonesia. The data collected were analyzed based on three stages of grounded analysis, including open coding, axial coding, and selective coding. The findings indicated that self-resilience among students with special needs grows when the counseling teachers use three roles, namely, modifying behavior, giving instructions repeatedly and providing options according to students’ interest.

AbstrakPenelitian ini bertujuan menghasilkan program multimedia interaktif berbasis Flash untuk meningkatkan penguasaan kosakata siswa kelas VII SMP Kota Banjarbaru. Penelitian ini mengukur kualitas program ditinjau dari validasi ahli, penilaian pengguna dan hasil pretest-posttest. Pengembangan dilakukan melalui lima tahapan, yaitu: (1) analisis awal, (2) desain, (3) pengembangan program, (4) evaluasi, dan (5) pengemasan produk akhir. Subjek uji coba adalah siswa dan guru Bahasa Inggris kelas VII di SMP Negeri 11 Banjarbaru. Instrumen yang digunakan dalam pengumpulan data adalah lembar validasi, angket guru dan siswa, dan pretest-posttest. Hasil penelitian menunjukkan: (1) kualitas program dari segi materi dan media termasuk dalam kategori sangat baik dengan rerata skor 4,30 dan 4,44; (2) kualitas program dari penilaian guru dan siswa masuk dalam kategori baik dengan rerata skor 3,79 (guru) dan 4,18 (siswa); dan (3) terdapat peningkatan antara rerata skor hasil pretest (61,33) dengan posttest (85,2). Dengan demikian program multimedia yang dikembangkan cocok dan layak untuk digunakan dalam pembelajaran Bahasa Inggris di kelas. ' validation, users' evaluation, and pretest-posttest Kata kunci: pengembangan program, multimedia, kosakata, Flash DEVELOPING MULTIMEDIA PROGRAM TO IMPROVE ENGLISH VOCABULARY MASTERY OF GRADE VII SMP STUDENTS IN BANJARBARU Abstract This research is aimed to produce a Flash-based interactive multimedia program designed to improve the vocabulary mastery of grade VII Junior High School students in Banjarbaru. This research measures the quality of the program in terms of experts

This study aims to determine: 1) The level of etiquette students before being given the information service class B X IPS SMAN 2 Bengkulu City. 2) LEVEL tetika student association after being given the information service at IPS B class X SMA Negeri 2 Bengkulu City. 3) Is the information services can improve etiquette students in class X IPS B SMAN 2 Bengkulu City. The method used in this research is a class act. Subjects in this study the IPS B class X SMA Negeri 2 Kota Bengkulu.Prosuder classroom action research conducted through four (4) stages: 1) planning, 2) implementation, 3) observation, 4) reflection. Once the data is collected and analyzed obtained the following results: Tingkatetika association of students before being given the information service at IPS B grade X SMAN 2 Bengkulu City obtained an average score of 91 with a low category. The level of etiquette student after the given service information on IPS B grade X SMAN 2 Bengkulu City has increased by an average score of 123 in the high category. Service information is very effective for improving students about etiquette it is seemingly on the success rate of etiquette students before and after the given service information from one cycle, second cycle and third cycle has increased very significantly.

The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.