Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy

Ilmi, Yuslimu; Retnaningdyah, Pratiwi; Munir, Ahmad

doi:10.31539/leea.v4i1.1416

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…many educational applications promote multimodality. Multimodal refers to the combination of two or more modes that produce meaning (Ilmi et al, 2020). Meanwhile, digital multimodal is the combination of modes which do not come from scratches but are taken from online sources in the form of still and moving pictures, sound, and music (Adami, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…It is undeniable that multimodality has become a choice to learn a new language in diverse classrooms. Practically, the era of digital gives a massive contribution to the development of modality as a new method to learn a foreign language (Cowan & Kress, 2017;Ezeh, 2021) as well as the way to effectively engage student to learn (Ilmi et al, 2020). Moreover, the presence of digital environment simplifies the teachers to combine different modes ( (Adami, 2015) such as videos and audio (Susanti et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

Aisyah

Nuraeni

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

Aisyah

Nuraeni

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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“…Referring to these selected previous studies, the opportunity to apply multimodality is preferably high because the student populations are considered digital natives, and the nature of multimodality promotes fun class activity. Ilmi et al (2020) conducted a qualitative study on 44 private high school students who were grouped into 7 different groups and then asked to complete an assignment of creating an advertisement video. This study is framed under multiliteracies pedagogy and multimodality approach.…”

Section: Opportunities Of Incorporating Multimodal Literacy and Multi...mentioning

confidence: 99%

Multimodal Literacy and Multimodal Assignments in Indonesian EFL Classrooms

Sutrisno

2024

Advances in Social Science, Education and Humanities Research

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This paper analyzes the previous related and relevant studies on multimodal literacy and multimodal assignments in the Indonesian EFL context. Multimodal pedagogy is a topic that is frequently discussed by many scholars, considering its importance in helping learners of English, including within the Indonesian context, navigating better comprehension and class participation. Therefore, this analytical review paper is conducted by looking at the selected most recent fourteen studies published over the past few years, with a specific focus on multimodality and settings in EFL classrooms in Indonesia, as well as highlighting diverse participants involved in research. The result shows that most teachers and learners of English in Indonesia recognize multimodal literacy practices when they occur in the classrooms, such as in the form of videos and PowerPoint slides. Moreover, it can be found that multimodality offers opportunities for better English teaching for teachers and better English learning for students because it improves students' motivation. Furthermore, some challenges incorporating multimodal practices in classes are also discussedfor example, limitations to digital and technological resources and students' vocabularies. In conclusion, multimodal literacy practices are highly recommended in Indonesian EFL classrooms because multimodality is effective.

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“…Studies on developing multimodal literacy through multiliteracies instruction have been widely undertaken in EFL contexts (see [15][16][17][18][19], however, the study of this kind taking focus on project-based task is rarely conducted. Thus, this present study attempts to investigate the implementation of multiliteracies instruction which incorporates project-based assignment to facilitate students' multimodal literacy skill.…”

Section: Introductionmentioning

confidence: 99%

A Project-Based Multiliteracies Instruction to Improve Students’ Multimodal Literacy

Kustini¹

2023

Advances in Social Science, Education and Humanities Research

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In 1996, a group of literacy educators, linguists, and educational researchers are known as the New London Group developed multiliteracies pedagogy in an attempt to extend the traditional definition of literacy -the ability to read and write -to encompass dynamic, culturally, and historically situated practices using and interpreting diverse written and spoken texts to fulfill particular purposes. This study presents an overview of the implementation of multiliteracies instruction incorporating project-based task in an ESP setting to see how pedagogy can be implemented in an ESP course and how this pedagogy facilitates learners in multimodal literacy learning. A project-based assignment in the form of digital multimodal informative text (i.e., digital poster) creation was utilized. To get a comprehensive overview of the implemented teaching program, a qualitative approach with a case study design was applied. The participants of this study were 30 semesters two students of Informatics Engineering taking English as their compulsory subject. To establish the trustworthiness of the research results, this study utilized classroom observations, interviews, and students' artifacts for the data collection. The results of the study indicated that the students, in general, could create a wide range of multimodal texts using their multimodal knowledge. The students could likely recognize the multimodal aspects of the works they did and were likely able to produce multimodal texts cohesively. This study hopefully could provide a window for ESP teachers to better understand the implementation of multiliteracies pedagogy in the ESP classroom context.

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Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy

Cited by 4 publications

References 6 publications

The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency

Multimodal Literacy and Multimodal Assignments in Indonesian EFL Classrooms

A Project-Based Multiliteracies Instruction to Improve Students’ Multimodal Literacy

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