Multimodal-Based Learning Improves Students' Reading Ability in Perspective of Systemic Functional Linguistics

Abstract

This study was encouraged by taking advantage of the low analytical literacy abilities of students in junior high schools. This research aims to analyze Multimodal-Based Learning in Improving Students' Reading Ability from a Systemic Functional Linguistic Perspective. This research was conducted using quantitative research, incredibly descriptive, and experimental research. Data is collected through comment sheets and ratings. The respondents in this study were 210 students and nine teachers in seven classes. The tools used to obtain learning statistics are (1) an assessment to measure the competence of junior high school students and (2) note sheets to obtain statistics on the results of looking at the learning system. The statistics have been processed using descriptive statistical judgments and inferential facts. Based on the research results, the analytical learning system in the classroom still does not meet the actual learning requirements. The second result is that the multimodality method has proven effective in analyzing the literacy talents of junior high school students from various backgrounds. Based on this, the multimodality learning method can be used to improve the analytical literacy talents of junior high school students in classes with various backgrounds.

The Teachers Strategy in Teaching Reading Comprehension at SMP Swasta Mardi Wiyata Utama Gunung Bayu

“…According to Tarigan (2015), reading is a process that is carried out and used by readers to obtain messages, which are to be conveyed by the author through the medium of words/written language (Purba et al, 2023). The other opinion about definition of reading is decoding written words so that the readers can produce them orally.…”

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

“…In the Indonesian context, investigations on the multimodal field in EFL context focused on EFL teacher's perception of multimodality literacy (Trisanti et al, 2022), EFL students' perceptions of multimodal integration (Djamdjuri et al, 2021;Ilmi & Dewi, 2022), and the multimodal integration in EFL textbooks (Fitriana & Wirza, 2021;Jauhara et al, 2021). Other scholars explored the impact of multimodal-based learning on students' literacy skills (Purba et al, 2023), and on their classroom involvement, social awareness, and literacy in using technology (Wulan et al, 2022). In relation to the previous studies, the current research aims to enrich empirical findings of multimodality in Indonesia in Journal on English as a Foreign Language, 13(2), 552-580 p-ISSN 2088-1657e-ISSN 2502-6615 particular, with a focus on what semiotic resources are deployed and how they serve to help teachers conduct more efficient and successful teachings.…”