The Implementation of Multimodaly to Teach English in RA Nurul Falah
DOI:
https://doi.org/10.15575/educater.v2i2.2297Keywords:
Multimodality, Kindergarten, English Language, TeachingAbstract
This study aimed to investigate the implementation of multimodal tools to teach English in kindergarten. The recent study found that it was challenging to teach English as a foreign language for young learners; so that, teachers should provide various activities and improve creativity in teaching. In contrast, from my general observations, drilling was the only method practiced by the teachers to teach English. Nevertheless, this method was not quite fun and engaging for a long term. As the alternative, to overcome the problem, teacher was able to use multimodality to conduct English lesson especially in kindergarten. This research used qualitative descriptive design. The data were collected by interview with verbatim data technique and observation. The investigation showed that English teacher at RA Nurul Falah used several media and activities. These were audio-visual media; which were laptop, flashcard, speaker active and audio media; which was handphone. Besides that, teacher used some techniques. These were learning while playing; learning through running and other movement; learning with watching videos; learning by using with flash cards and learning ask and answer questions to improve their critical thinking. The study showed that the implementation of multimodality could attract and enhanced students’ engagement in the class. Students seemed more fun with many tools usage rather than only implementing drilling method in the class. Moreover, the research also revealed that multimodal usage was better than drilling. It also concluded that the multimodality use in teaching English lessons was useful and beneficial.
References
Ardiansyah, A. A., & Nugraha, D. (2024). Analysis Of Religious Moderation Understanding Among University Students In West Java. Harmoni, 23 (2), 273-290. https://doi.org/10.32488/harmoni.v23i2.771
Bateman, J., Wildfeuer, J., & Hiippala, T. (2017). Multimodality. De Gruyter Mouton.
Black, R. W. (2008). Adolescents and online fan fiction. New literacies and digital epistemologies, 173-194.
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Ganapathy, M. (2016). The effects of using multi-modal approaches in meaning making of 21st century literacy texts among ESL students in a private school in malaysia. Advances in Language and Literary Studies, 7(2), 143-155.
Huang, J., & Cao, H. (2023). Effects of Bilingual Videos in National Innovation Project in College English Listening Teaching Under the Influences of Multi-modal Theory. International Journal of Education and Humanities, 8(3), 188-195.IJEH-8-3-188-195
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267.
Jewitt, C., & Oyama, R. (2001). Visual meaning: A social semiotic approach. In T. van Leeuwen & C. Jewitt (Eds.), Handbook of visual analysis (pp. 134-156). Sage Publications.
Khotari, C. R. (2004), Research Methodology: Method and Techniques. New Age International Publisher.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim international journal of nursing research, 16(4), 255-256.
Lievrouw, L. A. (2014). Materiality and media in communication and technology studies: An unfinished project. Media technologies: Essays on communication, materiality, and society, 21-51.
Machin, D., & Mayr, A. (2012). How to do critical discourse analysis: A multimodal introduction. Sage.
Marantika, P. D., Suwastini, N. K. A., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. Multimodal Teaching in EFL Context: A Literature Review. Universitas, 1(2), 3-5.Multimodal_Teaching_in_EFL_Context_A_Lit
Nagy, N. (2020). Multi-modal literacy development in a higher education English studies classroom. Journal of Visual Literacy, 39(3), 167-184.
Piaget J, Inhelder B (1969) The Psychology of the child. Prentice-Hall: Washington DC, USA
Spence, C., & Driver, J. (2004). Crossmodal space and crossmodal attention. Oxford University Press.
Streeck, J., Goodwin, C., & LeBaron, C. (2011). Embodied interaction in multimodal communication. Semiotica, 2011(186), 1-20.
Sugiyono. (2008). Metode Penelitian Bisnis (Pendekatan Kuantitatif Kualitatif dan R&D) Cetakan Kesebelas. Bandung, Indonesia: Alfabeta. TEJ+Vol+1+No+2+-+Fadillah+et+al
Tashakkori A, Teddlie C. (2003). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, California: Sage.
Ulfatin, Nurul. 2014. MetodePenelitian Kualitatif di Bidang Pendidikan. Malang: Bayumedia
Van Leeuwen, T. (2013). A multimodal perspective on spatiality: Seeing and being seen. Visual Communication, 12(4), 495-508.
Yahaya, Azizi and Chu, Siew Pang (2010) Teori-Teori Pembelajaran. Teori-Teori Pembelajaran, Universiti Teknologi Malaysia
Yakubu, F. M., & Obafemi, K. E. (2023). Systematic review of multiliteracies skills, multimodal tools to facilitate learning in early childhood classroom. Jurnal Inovasi Teknologi Pendidikan, 10(4).
Lutfiani, Y., Sanah, S., & Nugraha, D. (2025). The Language Environment Strategy for Developing Language Skills Based on the Communicative Approach. Kalamuna: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 6(2), 207–222. https://doi.org/10.52593/klm.06.2.01
Zhang Delu. (2009) Exploring a comprehensive theoretical framework for multi-modal discourse analysis[J]. Foreign Languages in China, (1):35-56.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Rohmatul Hidayah, Muhammad Aminuddin, Dian Ekawati, Sajidin Sajidin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
