Multimodal literacy in a blended learning setting: teacher's and students' perspectives - Test Repository
PROCEEDINGS
INTERNATIONAL CONFERENCE
ON INDONESIAN ISLAM, EDUCATION AND SCIENCE
(ICIIES) 2017
Theme:
The Prospects and Challenges in the East and the West
Keynote Speakers:
Prof. Dr. Rizwanur Rahman
Prof. Dr. Mohd. Roslan Bin Mohd Nor
Prof. Dr. Bunyamin Maftuh
Prof. Muhamad Ali, Ph.D.
Prof. Muhammad Alinor Bin Abdul Kadir
Dr. Phil. Syafiq Hasyim
Agus Purwanto, D.Sc.
Norwanto, Ph.D.
Venue:
Laras Asri Hotel Salatiga
Campus 3 IAIN Salatiga
i
PROCEEDINGS
INTERNATIONAL CONFERENCE
ON INDONESIAN ISLAM, EDUCATION AND
SCIENCE (ICIIES):
The Prospects and Challenges in the East and the West
Steering Committee
Rahmat Hariyadi
Suwardi
Committee
Hammam
Sari Famularsih
Setia Rini
M. Hasbi
Aprilian Adisti
Reviewers
Zakiyuddin Baidhawy, Gautam Kumar Jha, Noor Malihah,
Budiyono Saputro, Aji Nugroho
Editors
Roko Patria Jati & Faizal Risdianto
Publisher
FTIK IAIN Salatiga
Jl. Lingkar Salatiga Km 2. 50716.
website: iies.iainsalatiga.ac.id
ISBN. 978-602-50751-0-0
Copyright ©2017
All rights reserved
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Table of Contents
DEVELOPING SUPPLEMENTARY ENGLISH WRITING MATERIALS…
Ajeng Ramdhani Savitri Widodo (Yogyakarta State University)
1
PROVIDING 21ST CENTURY SKILLS ACTIVITIES FOR EFL STUDENTS…
Alif Karyawati (Yogyakarta State University)
12
THE DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL…
Alvia Wesnita, Jalius Jama & Ganefri (Sate University of Padang)
22
BODO LANGUAGE IN THE FACE OF GLOBALIZATION…
Araiswrang Basumatary (Jawaharlal Nehru University)
28
KEBIJAKAN PENDIDIKAN HUKUM POSITIVISM & RUNTUHNYA…
Arief Budiono, Lukman Arif & Wafda Vivid Izziyana (UMP, UPN “Veteran”)
34
AN ANALYSIS OF THE OPTIMIZATION OF THE RAWAPENING WATER…
Arif Billah (IAIN Salatiga)
40
ANDROID GAME: “JOHNY GRAMMAR’S WORD CHALLENGE”…
Badi’atul Azmina (Universitas Sebelas Maret)
53
PROFIL KELAS BUDAYA DAMAI
Bau Ratu (Universitas Tadulako)
63
BIOGRAPHY RECOUNT TEXTS IN ENGLISH TEXTBOOKS…
Fina Aufar Laela Ibrahim & Gilang Mentari (Universitas Negeri Jakarta)
70
ENGLISH LANGUAGE TEACHING IN THAI EDUCATION SYSTEM
Hakimee Samalee (IAIN Salatiga)
76
STUDENTS’ USE OF COMMUNICATION IN AN ONLINE DISCUSSION…
Hanita Masithoh & Endang Fauziati (Sebelas Maret University, UMS Surakarta)
84
MANAJEMEN MUTU PESANTREN INTENSIF BAHASA ARAB…
Imam Makruf (IAIN Surakarta)
90
UNCOVERING ESP TEACHER’S PERCEPTIONS ABOUT TEACHING…
Khoirunnisa (Sebelas Maret University)
97
ANALISIS SIKAP BAHASA DAN MOTIVASI BERBAHASA GURU BAHASA…
Lily Nurulia (Balai Diklat Keagamaan Semarang)
105
PENGEMBANGAN MATERI PENDIDIKAN AGAMA ISLAM…
Mahasri Shobahiya (Universitas Muhammadiyah Surakarta)
114
INTELLECTUAL CAPITAL IN WATER SECTOR: THE CASE OF ACEH
Marga Gumelar (Universitas Padjadjaran)
122
INDONESIA, NEGARA THEOKRAT NASIONAL: ANTARA IDEOLOGI ISLAM..
Mukharor (IAIN Salatiga)
127
A CASE STUDY OF TEACHER’S PERCEPTION ON THE APPROPRIATENESS..
Novi Ika Setyani & Wury Anggun Kusumawati (Universitas Sebelas Maret)
133
WHAT A CLASSROOM TEACHER SHOULD KNOW, PREPARING TO TEACH
Nur Muthmainnah (IAIN Salatiga)
141
EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN…
Nurul Hikmah Kartini (Universitas Muhammadiyah Palangkaraya)
147
A TEACHER’S PERCEPTION TOWARD THE USE OF SHADOWING…
Resky Januarty (Sebelas Maret University)
159
INDONESIAN ENGLISH TEACHERS’ PERCEPTION…
Ruly Morganna (Sebelas Maret University)
166
IMPLEMENTING METACOGNITIVE STRATEGY INSTRUCTIONS…
Setia Rini (State Institute for Islamic Studies, Salatiga)
173
PERSONALITY STRUCTURE IN PERSPECTIVE OF COUNSELING…
Sofwan Adiputra & Mujiyati (STKIP Muhammadiyah Pringsewu)
181
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PENGARUH PERSAHABATAN TEMAN SEBAYA TERHADAP PERILAKU…
Syahril & Sitti Riadil Janna (Stain Watampone, UIN Alauddin, UIM Makassar)
188
STRATEGI PENGEMBANGAN KOSAKATA BAHASA ARAB…
Ulfah Susilawati (IAIN Salatiga)
197
MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING…
Ummy Khoirunisya’ Masyhudianti & Endang Fauziati (Sebelas Maret University, UMS Surakarta)
205
KARAKTER WIRAUSAHA DALAM PERSPEKTIF PENDIDIKAN ISLAM
Wawan Ahmad Ridwan & Rina Rindanah (IAIN Syekh Nurjati Cirebon)
212
THE ROLE OF PSYCHOLINGUISTICS ON TEACHING ENGLISH…
Yusuf Arif Purwono (SDIT Nurul Islam Tengaran)
218
GERAKAN SOSIAL ORMAS ISLAM DALAM MENOLAK PEMBANGUNAN…
Zulfadli (Universitas Andalas Padang)
223
CRITICAL ANALYSIS OF HAVING NATIVE ENGLISH SPEAKING TEACHERS (NESTs)…
Ana St Nurhasanah (Monash University Australia)
230
NEED ANALYSIS OF DEVELOPING COMPETENCY BASED TRAINING…
Erpidawati, Nurhizrah Gistituati, Sufyarma Marsidin & Yahya (Universitas Negeri Padang)
239
THE INFLUENCE OF MOTIVATION AND LEARNING ACTIVITY…
Husni Fuad
244
DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL…
Leni Zahara, Azwar Ananda, Ganefri & Ridwan (Padang State University)
254
DEVELOPING ENGLISH GUIDE BOOK THROUGH SCIENTIFIC APPROACH
Sitti Mukamilah (Islamic University of Madura Pamekasan)
258
EFEKTIFITAS METODE TALAQQI DALAM PELAKSANAAN TAHFIDZUL…
Nur Jihadi
265
AGRESIVITAS DAN KEKERASAN PADA MAHASISWA DI SULAWESI…
Nurwahyuni (Universitas Tadulako)
277
A HARD EFFORT TO BE AMERICAN MUSLIMS IN A MULTICULTURAL…
Win Listyaningrum Arifin (Universitas Gadjah Mada)
283
DOES LANGUAGE RECIPROCATE CULTURAL AND VICE VERSA…
Md Yunus Alam (Jawaharlal Nehru University)
295
MENGUNGKAP NILAI-NILAI RELIGUS DALAM SASTRA JAWA
Ngamilah (Balai Diklat Keagamaan Semarang)
301
DISCOVERING ISLAM IN THE KUNCI INGGRIS, ENGLISH LEARNING…
Rifki Aulia Erlangga (IAIN Salatiga)
308
MODEL PEMBELAJARAN ARIAS TIPE JIGSAW DALAM PEMBELAJARAN IPS
Melyani Sari Sitepu & Atrianing Yessi Wijayanti (UNDARIS)
324
THE DIVERSITY OF INDIAN CULTURE… (Abstract)
Tanzil Ansari (University of Delhi, Jawaharlal Nehru University)
332
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PREFACE
His Excellency the General Director of High Education, Ministry of Religious Affairs,
Our partners Rectors or the Head of State Islamic Universities and Institutes in Indonesia,
The distinguished guests and participants, Ladies and Gentlemen,
Assalamu’alaikum w.w.
First of all, I should thank God, The Most Merciful, who has given us excellent opportunities to
hold the International Conference on Indonesian Islam, Education and Science. I would like to
extend my warmest welcome, to all distinguished guests, presenters and participants who have come
here today from all over the world, for having the international conference conducted by FTIK IAIN
Salatiga, with its special theme concerning: “The Prospects and Challenges in the East and the
West.”
Secondly, I would also like to specially express my highest appreciation to the honorable keynote
speakers from all over the world, from University of Malaya (Prof. Dr. Mohd Roslan Bin Mohd
Nor), from Jawaharlal Nehru University (Prof. Dr. Rizwanur Rahman), University of California
Riverside (Prof. Muhamad Ali, Ph.D), Ministry of Research and Higher Education (Prof. Dr.
Bunyamin Maftuh), International Centre for Islam and Pluralism (Dr. Syafiq Hasyim), IAIN Salatiga
(Norwanto), Institute of Technology Surabaya (Agus Purwanto, D.Sc.), welcome to IAIN Salatiga.
Ladies and Gentlemen, today we are having an agenda, an international conference in order to
support our vision as a center of academic reference. To realize that dream, we have been trying our
best to put academic activities as our top priority. In many occasions, I undoubtedly give abundant
attention to all the lecturers and students to get involved in any researching, writing up,
dissemination activities, and publication including having an international conference like what we
are joining now. Early this year, we also felt very blissful since one of our journals had successfully
indexed by Scopus, please join me to congratulate the management of IJIMS (Indonesian Journal of
Islam and Muslim Societies). This had become a pride not only for IAIN Salatiga but also for the
Ministry of Religious Affairs, or even for Indonesia as a country, in competition with others in this
globalization era.
Ladies and Gentlemen, from the committee, I have just received an update stating that the total
presenters registered in this international conference are 124 presenters. The institutions are also
various from India, U.S., Australia and definitely from domestic institutions. Welcome to our lovely
campus dear neighbors from: UNS (13 participants), UMS, IAIN Surakarta, Univet, Undaris,
Baldik, UNNES, IAIN Pekalongan, UIN Jogja, UAD, UGM, UPI, UNPAD, UIN Bandung, various
institutions from East Java. Besides, we are also honored to welcome our colleagues from outside
Java: UNP, UIN, UM, STAIN, IAIN Palangkaraya, Univ Tadulako, UNM, UHO. As the
representative of IAIN Salatiga, I thank you all very much for your participation in this conference.
Bapak Ibu, I think this is influential to inform you all that this conference can reach its great success
due to the hard work of the committee under the direction of Bapak Hammam, Ph.D., thanks for
your dedication (and also the team). I really hope that this conference is able to meet the
expectations from all the presenters and participants and it can run well until the end of the session
tomorrow.
Finally, on behalf of the committee, I apologize for any inconvenience you may find in carrying out
this international conference. And I wish all of you an exciting series of discussions and
scientifically rich outcomes. Herewith I declare that the “International Conference on Indonesian
Islam, Education and Science (ICIIES)” is officially opened by reciting basmalah,
bismillahirrohmanirrohim. Enjoy the conference and thank you.
Rector,
Rahmat Hariyadi
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MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND
STUDENTS’ PERSPECTIVES
Ummy Khoirunisya’ Masyhudianti & Endang Fauziati
Sebelas Maret University, UMS Surakarta
[email protected]
ABSTRACT
Technology takes crucial part in this 21st century, hence the educators have to deal with it and
implement it in teaching and learning process. Blended learning emerges as fresh air for educators
who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they
should also adapt with the contemporary literacy called multimodal literacy to enhance meaningmaking by using multimodal text in teaching and learning process. This is a case study that has aims
to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in
blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective
in implementation. The participants of the research are a teacher and 24 students of English
education department from one of undergraduate schools in Indonesia. Data includes classroom
observation and interview. The finding of this study revealed that the use of multimodal text in a
blended learning setting gives many advantages for teacher and students in empowering students’
multimodal literacy. This study also found that the teacher’s perspective reflected the
implementation of multimodal text in a blended learning setting. It also had contribution to
support the development of educational technology and to improve students’ writing ability.
Keywords: multimodal literacy, blended learning, teaching writing
INTRODUCTION
Technology takes imperative part in this 21st century, hence as educators we have to deal with
it and implement it in teaching and learning process. Manan (2012) says that the development
of Information and Communications Technology (ICT) in our life gives great impact to literacy
pedagogy that shifted from conventional teaching approaches to contemporary teaching
approaches by infusing integration of ICT in the classroom. It is a challenge for the teachers
who teach current generation of students called digital immigrant in this digital era because
they have to adapt ICT language (Prensky, 2001). Furthermore, the Partnership Forum for 21stCentury Skills (P21) confirms, “Today no organization can achieve results without
incorporating technology into every aspect of its everyday practices”. Therefore, it seems that
the use of technology is very crucial in teaching English.
The emergence of blended learning in educatioin complete the weaknesses of face-toface environment as it takes the great advantages of both face-to –face and e-learning. Badawi
(2009) asserts, “Blended learning is a flexible approach that combines face-to-face learning
activities with online learning practices that allow both teachers and learners exchange
collective and individual feedback synchronously and asynchronously”. In adititon, Dziuban,
Hartman, and Moskal (2004) also say that blended learning will improve learners’ satisfaction
and decrease attritition rate. It also promotes deep learning (Garrison and Kanuta, 2004).
Hence, implementing blended learning in the 21st century help teachers to reach the goal of
learning effectively.
Regarding with the 21st century era, recent research revealed that the focus of critical
literacy includes the use of multimodal text in teaching and learning process has changed from
the use of printed text to multimodal text. Therefore, in term of critical literacy, the Asian
International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
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teachers change their perspectives regarding language learning (Fajardo, 2015) including the
pedagogy from teacher centered changed to student centered (Ko, 2013), the focus of language
from to comprehension of meaning (Ko, 2013; Ko & Wang, 2009), from strategy-based
instruction to discussion of social issues, from personal to social action (Ko& Wang, 2009), and
from decoding of printed texts to designing multimodal texts as a means of meaning-making
(Tan et al., 2010). Therefore, relating to the multimodal text, it is important to know that if
teachers just focus on the analysis and production of printed language and ignore the use of the
multimodal texts in this digital era , they will minimize the use of communication modes in
certain culture and also abolish the students’ freedom in expressing themselves bodily,
cognitively, and affectively (Kress, 2000). So the teacher must facilitate the students with
multimodal text to enhance their comprehension notably in teaching writing.
Writing is one of complex activities because it requires other skills and consist of some
components which construct the result of written text. According to Rivers (1981, p. 294),
writing is delivering information or expression of original ideas in the new language. Grabe and
Kaplan (1996, p. 6) state that writing is a set of skills that must be practiced and learned
through experienced. According to Kendall and Khuon (2006, p. 37), teaching writing to
English learner can become a challenge work for the teachers cause they must help learners to
share and develop their ideas in written text or it can be said that writing is all about making
meaning. therefore, writing is the mental work of inventing the ideas. To sum up, writing is a
complex process which yields a product which allows the writers to explore thought and ideas
by using graphic symbols that has purpose based on particular rules. Hence, the teacher should
facilitate the students to reach the goal in teaching and learning of writing. One of the ways to
empower the students’ multimodal literacies in learning writing is by taking advantages of
multimodal text.
The term, multimodal text is the use of language as a text using more than one
modality. Multimodal research reveals that one mode is not adequate to be used in teaching ,
and that is apparently true in teaching English as a foreign language. These multimodal texts
involve range of digital texts (Bowen & Whithaus, 2013), political cartoons (El
Refaie&Horschelmann, 2010), picture books (Serafini, 2010), graphic novels (Thomas, 2011),
reality television shows (Miller, 2011), advertisements (Cuff &Statz, 2010), speech, gestures,
clothing (Johnson &Vasudevan, 2012), or popular culture (Morrell, 2011). In line with the
experts, Kristina (2017) says that multimodal text is a text that contains more than text; it
contains semiotic modes including gestures, visual image, document, layout, music,
architectural design etc. A complex of modes will bestow contribution in teaching and
learning. Hence, the development speed of technology had given fresh air on the prospects on
reaching all means of meaning-making under the theory of multimodality (Kress, 2009).
Walsh (2010) points out that multimodal literacy is the contemporary literacy that is
used in teaching and learning process for reading, viewing, responding to and producing
multimodal and digital texts. It was firstly introduced by Jewet and Kress (2003). They say that
information and knowledge are constructed in multimodal texts and discourses that need a
multimodal literacy to completely understand their meanings. Furthermore, based on some of
the works in multimodal literacy, it seems that multimodal literacy has two dimensions
including media literacy that is multimodal text specifically through multimedia texts afforded
by the digital media and multi semiotic experience that deals with experience of teaching and
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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
learning is intrinsically multi-semiotic and multimodal (see, Kress, 2003, 2010; Jewitt & Kress,
2003; Kress et al., 2001, 2005 and Walsh, 2009).
There are several researchers have conducted studies in the area of multimodal literacy.
Ganapathy (2014) conducted a research in a local Chinese school on the use of Multi-literacies
to engage learners to produce learning. It is found that students were positively engaged in
multimodal literacy practices showing teachers’ positive comments. As a result the learning
outcomes were productive and students were active and highly motivated on their ESL writing
lessons. Moreover, Mulatsih (2016) had implemented multimodal materials in teaching genrebased writing to promote students’ multimodal literacies in English Department of one of
University Indonesia. The materials that are based on genre-based writing in this research are
not only in the form of text but also pictures and audio visual expected enhancing the students’
awareness in understanding several text types (genres) and promoting their multimodal
literacies.
However, little has investigated teacher and students’ perspectives on multimodal
literacy in a blended learning setting. Based on the preliminary research done in one of
university in Indonesia, it was found that the teacher benefits multimodal text in teaching
writing. Therefore, this study tried to address two major questions: 1) What are teacher's and
students’ perspectives on the use of multimodal text in empowering students’ multimodal
literacies in a blended learning setting teaching-learning writing? 2) Do teacher’s perspectives
reflect the practices?
METHODS
This study aimed to investigate teacher's and students’ perspectives on the use of multimodal
text in empowering students’ multimodal literacies in a blended learning setting in teaching
writing as well as to know whether or not teacher's perspectives reflect the implementation. The
design of the study is a qualitative study that applied a case study design using purposive
sampling technique. 24 undergraduate students and a lecturer from Faculty of teacher training
and education of a University in Indonesia were selected to participate in this study based on
their experience in benefiting multimodal text in a blended learning setting in writing class.
The students contain 9 males and 15 females. They were enrolled in writing class that was a
required subject in English Education Department. The data obtained by employing interview
that consisted 10 questions for the teacher and 10 questions for the students and also
observation during teaching and learning process. Furthermore, the researchers did descriptive
qualitative method to examine and extract information from interview and observation.
DISCUSSION
Teacher’s Perspectives on the Use of Multimodal Text in a Blended Learning Setting
In research finding, the researchers have done the interview by asking the English teacher about
her perspective on the use of multimodal text in a blended learing setting teaching writing. The
teacher used multimodal text by benefitting Prezi Presentation, video, and edmodo that are
parts of multimodal text in teaching writing. The teacher created video about how to write essay
so that the paragraph will be coherent and unity by using application namely Video Scribe. The
reason why the teacher used multimodal text in teaching writing was because it could assist her
in delivering material at that time. Another reasons why she used multimodal text in teaching
writing were to meet the teaching and learning process in 21st century learning that benefiting
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technology was very crucial, to enhance the students’ understanding about the material so that
their writing skill would improve, and to improve students’ multimodal literacies for reading
viewing, responding to and producing multimodal and digital texts. Subsequently, she claimed
that the students had positive responses with the technology used by the teacher. The students
really enjoy teaching learning process using multimodal text that made their skills improved.
The teacher added that the score of the students were increasing when the teacher taught them
using technology.
Moreover, the teacher told that there were many advantages for the students related
with the use of multimodal text in teaching learning writing. First, by using multimodal text, it
could help them in understanding the material. It also improved students’ multimodal literacies
because they could understand the text easily and they could produce multimodal and digital
text also. Second, by using multimodal text, it facilitated the students in writing using English
in the classroom. Third, teaching-learning using multimodal text would enhance the students to
learn naturally, and through the interesting media such as video, prezi presentation, and
edmodo would help the students in acquiring language. It supports the theory of Kress (2009).
He says that technology helps students in holding all means of meaning-making under the
theory of multimodality.
Furthermore, the teacher told that teaching using multimodal text in a blended
learning setting facilitated the students in reaching 21st century learning skill. She added that
there were four big C in 21st century learning skills, namely, critical thinking and problem
solving, communicating, collaboration, creativity and innovation. Critical thinking and
problem solving was proven by students’ efforts in meeting the assignment from the teacher
that they did not only write the text but also uploaded in edmodo. Then, in term of
communication, the students could ask questions to the teacher or other students whether it
was in the classroom or in online class, then teacher and other students could help them.
Moreover, it also improved collaboration because in assignment group, they were asked to make
essay in group. At last, in term of creativity and innovation, the students created their own idea
in writing, and they also could produce the digital text which was uploaded in edmodo.
Students’ Perspectives of Multimodal Text in a Blended learning Setting
In research finding, the researchers have conducted interview to the students. Students were
asked several questions according to their perspectives on the use of multimodal text in a
blended learning. 100% of the students admitted that the English teacher used Prezi
Presentation, Video, worksheet, and edmodo in a blended learning setting in teaching writing.
100% of the students also said that they were very comfortable using those aids which were
provided by the English teacher. They told that their English teacher was very often in teaching
using such kinds of aids as multimodal text in teaching writing. They also added that teachinglearning using multimodal text provided innovative method mix with technology.
Almost of all respondents assumed that aids of learning gave them a number of
benefits especially in empowering their multimodal literacies in teaching-learning writing. First,
by using those aids, 100% of students said that it helped them to improve their writing skill
easily. Second, 60% of the students assumed that uploaded video about material that would be
learned gave contributions to the learning process in the class because video was more
interesting and effective rather than book or text that sometimes difficult to understand. In
addition, by using those aids, it could improve students’ interests to learn the material.
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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
Furthermore, students agreed that edmodo could support them becoming autonomous learner
because they could access aids of learning to open the material repeatedly if they do not
understand the material without asking friends since they had their own account.
When the respondents were asked whether those aids could facilitate the students to
communicate in the classroom or not, 70% of them told that it could facilitated students to
corporate each other or to conduct work group. They stated that the teacher sometimes
uploaded assignment in the tool of learning and asked students to do it in a group in the
classroom. Then they could discuss with their groups about their difficulties to finish the
assignment. They added that by using it, they could be more flexible. They were able to obtain
the materials wherever and whenever they were. 70 % of respondents also assumed that by
using those aids, it was be able to involve the teacher and students for giving feedback. They
were not only given the feedback in the classroom but also after the classroom. It is in line with
Badawi (2009), he says that blended learning offers flexible learning combining online and faceto-face learning activities with online learning practices that allow both teachers and learners
exchange collective and individual feedback synchronously and asynchronously. The
respondents also were asked about the obstacles during teaching-learning process by using those
aids. 90% of the respondents told that the prominent obstacle was the internet connection. It
became a problem especially in developing country such as Indonesia that the dissemination of
internet connection was not adequate excellent. And 10 % of them stated another obstacle
during teaching-learning writing skill using was understanding the video.
Teacher's perspectives of multimodal text a Blended Learning Setting reflected the Practices
Based on the result of observation, it can be said that the teachers’ perspective about
multimodal text in empowering students’ multimodal literacies in a Blended Learning Setting
in teaching writing reflected the implementation in the classroom. The teacher took the
advantage of edmodo as an online class in teaching writing. In addition, she used the video as
the learning media that has been made using application namely video scribe. The video
contains more than one mode, those are moving picture, sound, text. It is in line with the
theory of multimodal text stated by Kristina (2017) who says that multimodal text is a text that
contains more than text, it contains semiotic modes including gestures, visual image, document,
layout, music, architectural design etc. Moreover, She also used application namely prezi
presentation to present the material. Furthermore, she used worksheet in the classroom. Those
materials were uploaded in edmodo before the class begun so students would have prior
knowledge in the classroom. And, they could access it whenever and wherever they were. If they
had questions, they could ask friends or teachers whether in the classroom or in online class.
While the activities in the classroom were doing assignment, as well as discussing students
difficulties so that the learning process would be more effective and efficient. At last, students
had to upload their assignment in writing chronological order: process essay in edmodo so it
supports the theory of multimodal literacy that is based on Walsh (2010) who points out that
multimodal literacy is the contemporary literacy that is used in teaching and learning process
for reading, viewing, responding to and producing multimodal and digital texts. Moreover,
teachers would need the product (esp online tools) if they thought that it was really helpful for
them. Otherwise, they would never be interested to try the new product offered (Jati, 2016: 96).
International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
209
CONCLUSION
In a nutshel, based on teacher’s perspective on the use of multimodal text in empowering
students’ multimodal literacies in a blended learning setting in teaching learning writing gives
many advantages for both students and the teacher. With the help of Prezi Presentation, video,
edmodo, students are able to make meaning much effectively during writing teaching learning
process. So teaching learning using multimodal text makes them enthusiastic in learning
writing because it helps students understanding the materials easily and learn naturally. In
addition, Multimodal text in a blended learning setting improves students writing skill as it
improves students’ multimodal literacy for reading viewing, responding to and producing
multimodal and digital texts. Based on the finding, the teacher’s perspective on the use of
multimodal text in empowering students’ literacies in teaching learning writing reflects the
implementation in the classroom.
It is suggested for the teacher to change the traditional literacy that merely foccuses on
the use of printed text to the use of multimodal texts in order to empower students’
multimodal literacies in teaching-learning writing for instance using blended learning that
benefiting aids such as Prezi Presentation, video, and edmodo as learning platform. Moreover,
this study only focuses on exploring students’ and teacher’s perspectives of multimodal literacy
in a blended learning setting in teaching writing, so it is also suggested for another researchers
to conduct research in the area of multimodal literacies of other skills such as listening,
speaking and reading as well as the implementation in the classroom.
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Bowen, T., & Whithaus, C. (2013). Multimodal literacies and emerging genres. Pittsburgh, PA:
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Cuff, S., & Statz, H. (2010). "The story of stuff": Reading advertisements through critical eyes.
English Journal, 99 (3), 27- 32.
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INTERNATIONAL CONFERENCE
ON INDONESIAN ISLAM, EDUCATION AND SCIENCE
(ICIIES) 2017
Theme:
The Prospects and Challenges in the East and the West
Keynote Speakers:
Prof. Dr. Rizwanur Rahman
Prof. Dr. Mohd. Roslan Bin Mohd Nor
Prof. Dr. Bunyamin Maftuh
Prof. Muhamad Ali, Ph.D.
Prof. Muhammad Alinor Bin Abdul Kadir
Dr. Phil. Syafiq Hasyim
Agus Purwanto, D.Sc.
Norwanto, Ph.D.
Venue:
Laras Asri Hotel Salatiga
Campus 3 IAIN Salatiga
i
PROCEEDINGS
INTERNATIONAL CONFERENCE
ON INDONESIAN ISLAM, EDUCATION AND
SCIENCE (ICIIES):
The Prospects and Challenges in the East and the West
Steering Committee
Rahmat Hariyadi
Suwardi
Committee
Hammam
Sari Famularsih
Setia Rini
M. Hasbi
Aprilian Adisti
Reviewers
Zakiyuddin Baidhawy, Gautam Kumar Jha, Noor Malihah,
Budiyono Saputro, Aji Nugroho
Editors
Roko Patria Jati & Faizal Risdianto
Publisher
FTIK IAIN Salatiga
Jl. Lingkar Salatiga Km 2. 50716.
website: iies.iainsalatiga.ac.id
ISBN. 978-602-50751-0-0
Copyright ©2017
All rights reserved
ii
Table of Contents
DEVELOPING SUPPLEMENTARY ENGLISH WRITING MATERIALS…
Ajeng Ramdhani Savitri Widodo (Yogyakarta State University)
1
PROVIDING 21ST CENTURY SKILLS ACTIVITIES FOR EFL STUDENTS…
Alif Karyawati (Yogyakarta State University)
12
THE DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL…
Alvia Wesnita, Jalius Jama & Ganefri (Sate University of Padang)
22
BODO LANGUAGE IN THE FACE OF GLOBALIZATION…
Araiswrang Basumatary (Jawaharlal Nehru University)
28
KEBIJAKAN PENDIDIKAN HUKUM POSITIVISM & RUNTUHNYA…
Arief Budiono, Lukman Arif & Wafda Vivid Izziyana (UMP, UPN “Veteran”)
34
AN ANALYSIS OF THE OPTIMIZATION OF THE RAWAPENING WATER…
Arif Billah (IAIN Salatiga)
40
ANDROID GAME: “JOHNY GRAMMAR’S WORD CHALLENGE”…
Badi’atul Azmina (Universitas Sebelas Maret)
53
PROFIL KELAS BUDAYA DAMAI
Bau Ratu (Universitas Tadulako)
63
BIOGRAPHY RECOUNT TEXTS IN ENGLISH TEXTBOOKS…
Fina Aufar Laela Ibrahim & Gilang Mentari (Universitas Negeri Jakarta)
70
ENGLISH LANGUAGE TEACHING IN THAI EDUCATION SYSTEM
Hakimee Samalee (IAIN Salatiga)
76
STUDENTS’ USE OF COMMUNICATION IN AN ONLINE DISCUSSION…
Hanita Masithoh & Endang Fauziati (Sebelas Maret University, UMS Surakarta)
84
MANAJEMEN MUTU PESANTREN INTENSIF BAHASA ARAB…
Imam Makruf (IAIN Surakarta)
90
UNCOVERING ESP TEACHER’S PERCEPTIONS ABOUT TEACHING…
Khoirunnisa (Sebelas Maret University)
97
ANALISIS SIKAP BAHASA DAN MOTIVASI BERBAHASA GURU BAHASA…
Lily Nurulia (Balai Diklat Keagamaan Semarang)
105
PENGEMBANGAN MATERI PENDIDIKAN AGAMA ISLAM…
Mahasri Shobahiya (Universitas Muhammadiyah Surakarta)
114
INTELLECTUAL CAPITAL IN WATER SECTOR: THE CASE OF ACEH
Marga Gumelar (Universitas Padjadjaran)
122
INDONESIA, NEGARA THEOKRAT NASIONAL: ANTARA IDEOLOGI ISLAM..
Mukharor (IAIN Salatiga)
127
A CASE STUDY OF TEACHER’S PERCEPTION ON THE APPROPRIATENESS..
Novi Ika Setyani & Wury Anggun Kusumawati (Universitas Sebelas Maret)
133
WHAT A CLASSROOM TEACHER SHOULD KNOW, PREPARING TO TEACH
Nur Muthmainnah (IAIN Salatiga)
141
EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN…
Nurul Hikmah Kartini (Universitas Muhammadiyah Palangkaraya)
147
A TEACHER’S PERCEPTION TOWARD THE USE OF SHADOWING…
Resky Januarty (Sebelas Maret University)
159
INDONESIAN ENGLISH TEACHERS’ PERCEPTION…
Ruly Morganna (Sebelas Maret University)
166
IMPLEMENTING METACOGNITIVE STRATEGY INSTRUCTIONS…
Setia Rini (State Institute for Islamic Studies, Salatiga)
173
PERSONALITY STRUCTURE IN PERSPECTIVE OF COUNSELING…
Sofwan Adiputra & Mujiyati (STKIP Muhammadiyah Pringsewu)
181
iii
PENGARUH PERSAHABATAN TEMAN SEBAYA TERHADAP PERILAKU…
Syahril & Sitti Riadil Janna (Stain Watampone, UIN Alauddin, UIM Makassar)
188
STRATEGI PENGEMBANGAN KOSAKATA BAHASA ARAB…
Ulfah Susilawati (IAIN Salatiga)
197
MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING…
Ummy Khoirunisya’ Masyhudianti & Endang Fauziati (Sebelas Maret University, UMS Surakarta)
205
KARAKTER WIRAUSAHA DALAM PERSPEKTIF PENDIDIKAN ISLAM
Wawan Ahmad Ridwan & Rina Rindanah (IAIN Syekh Nurjati Cirebon)
212
THE ROLE OF PSYCHOLINGUISTICS ON TEACHING ENGLISH…
Yusuf Arif Purwono (SDIT Nurul Islam Tengaran)
218
GERAKAN SOSIAL ORMAS ISLAM DALAM MENOLAK PEMBANGUNAN…
Zulfadli (Universitas Andalas Padang)
223
CRITICAL ANALYSIS OF HAVING NATIVE ENGLISH SPEAKING TEACHERS (NESTs)…
Ana St Nurhasanah (Monash University Australia)
230
NEED ANALYSIS OF DEVELOPING COMPETENCY BASED TRAINING…
Erpidawati, Nurhizrah Gistituati, Sufyarma Marsidin & Yahya (Universitas Negeri Padang)
239
THE INFLUENCE OF MOTIVATION AND LEARNING ACTIVITY…
Husni Fuad
244
DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL…
Leni Zahara, Azwar Ananda, Ganefri & Ridwan (Padang State University)
254
DEVELOPING ENGLISH GUIDE BOOK THROUGH SCIENTIFIC APPROACH
Sitti Mukamilah (Islamic University of Madura Pamekasan)
258
EFEKTIFITAS METODE TALAQQI DALAM PELAKSANAAN TAHFIDZUL…
Nur Jihadi
265
AGRESIVITAS DAN KEKERASAN PADA MAHASISWA DI SULAWESI…
Nurwahyuni (Universitas Tadulako)
277
A HARD EFFORT TO BE AMERICAN MUSLIMS IN A MULTICULTURAL…
Win Listyaningrum Arifin (Universitas Gadjah Mada)
283
DOES LANGUAGE RECIPROCATE CULTURAL AND VICE VERSA…
Md Yunus Alam (Jawaharlal Nehru University)
295
MENGUNGKAP NILAI-NILAI RELIGUS DALAM SASTRA JAWA
Ngamilah (Balai Diklat Keagamaan Semarang)
301
DISCOVERING ISLAM IN THE KUNCI INGGRIS, ENGLISH LEARNING…
Rifki Aulia Erlangga (IAIN Salatiga)
308
MODEL PEMBELAJARAN ARIAS TIPE JIGSAW DALAM PEMBELAJARAN IPS
Melyani Sari Sitepu & Atrianing Yessi Wijayanti (UNDARIS)
324
THE DIVERSITY OF INDIAN CULTURE… (Abstract)
Tanzil Ansari (University of Delhi, Jawaharlal Nehru University)
332
iv
PREFACE
His Excellency the General Director of High Education, Ministry of Religious Affairs,
Our partners Rectors or the Head of State Islamic Universities and Institutes in Indonesia,
The distinguished guests and participants, Ladies and Gentlemen,
Assalamu’alaikum w.w.
First of all, I should thank God, The Most Merciful, who has given us excellent opportunities to
hold the International Conference on Indonesian Islam, Education and Science. I would like to
extend my warmest welcome, to all distinguished guests, presenters and participants who have come
here today from all over the world, for having the international conference conducted by FTIK IAIN
Salatiga, with its special theme concerning: “The Prospects and Challenges in the East and the
West.”
Secondly, I would also like to specially express my highest appreciation to the honorable keynote
speakers from all over the world, from University of Malaya (Prof. Dr. Mohd Roslan Bin Mohd
Nor), from Jawaharlal Nehru University (Prof. Dr. Rizwanur Rahman), University of California
Riverside (Prof. Muhamad Ali, Ph.D), Ministry of Research and Higher Education (Prof. Dr.
Bunyamin Maftuh), International Centre for Islam and Pluralism (Dr. Syafiq Hasyim), IAIN Salatiga
(Norwanto), Institute of Technology Surabaya (Agus Purwanto, D.Sc.), welcome to IAIN Salatiga.
Ladies and Gentlemen, today we are having an agenda, an international conference in order to
support our vision as a center of academic reference. To realize that dream, we have been trying our
best to put academic activities as our top priority. In many occasions, I undoubtedly give abundant
attention to all the lecturers and students to get involved in any researching, writing up,
dissemination activities, and publication including having an international conference like what we
are joining now. Early this year, we also felt very blissful since one of our journals had successfully
indexed by Scopus, please join me to congratulate the management of IJIMS (Indonesian Journal of
Islam and Muslim Societies). This had become a pride not only for IAIN Salatiga but also for the
Ministry of Religious Affairs, or even for Indonesia as a country, in competition with others in this
globalization era.
Ladies and Gentlemen, from the committee, I have just received an update stating that the total
presenters registered in this international conference are 124 presenters. The institutions are also
various from India, U.S., Australia and definitely from domestic institutions. Welcome to our lovely
campus dear neighbors from: UNS (13 participants), UMS, IAIN Surakarta, Univet, Undaris,
Baldik, UNNES, IAIN Pekalongan, UIN Jogja, UAD, UGM, UPI, UNPAD, UIN Bandung, various
institutions from East Java. Besides, we are also honored to welcome our colleagues from outside
Java: UNP, UIN, UM, STAIN, IAIN Palangkaraya, Univ Tadulako, UNM, UHO. As the
representative of IAIN Salatiga, I thank you all very much for your participation in this conference.
Bapak Ibu, I think this is influential to inform you all that this conference can reach its great success
due to the hard work of the committee under the direction of Bapak Hammam, Ph.D., thanks for
your dedication (and also the team). I really hope that this conference is able to meet the
expectations from all the presenters and participants and it can run well until the end of the session
tomorrow.
Finally, on behalf of the committee, I apologize for any inconvenience you may find in carrying out
this international conference. And I wish all of you an exciting series of discussions and
scientifically rich outcomes. Herewith I declare that the “International Conference on Indonesian
Islam, Education and Science (ICIIES)” is officially opened by reciting basmalah,
bismillahirrohmanirrohim. Enjoy the conference and thank you.
Rector,
Rahmat Hariyadi
v
MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND
STUDENTS’ PERSPECTIVES
Ummy Khoirunisya’ Masyhudianti & Endang Fauziati
Sebelas Maret University, UMS Surakarta
[email protected]
ABSTRACT
Technology takes crucial part in this 21st century, hence the educators have to deal with it and
implement it in teaching and learning process. Blended learning emerges as fresh air for educators
who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they
should also adapt with the contemporary literacy called multimodal literacy to enhance meaningmaking by using multimodal text in teaching and learning process. This is a case study that has aims
to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in
blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective
in implementation. The participants of the research are a teacher and 24 students of English
education department from one of undergraduate schools in Indonesia. Data includes classroom
observation and interview. The finding of this study revealed that the use of multimodal text in a
blended learning setting gives many advantages for teacher and students in empowering students’
multimodal literacy. This study also found that the teacher’s perspective reflected the
implementation of multimodal text in a blended learning setting. It also had contribution to
support the development of educational technology and to improve students’ writing ability.
Keywords: multimodal literacy, blended learning, teaching writing
INTRODUCTION
Technology takes imperative part in this 21st century, hence as educators we have to deal with
it and implement it in teaching and learning process. Manan (2012) says that the development
of Information and Communications Technology (ICT) in our life gives great impact to literacy
pedagogy that shifted from conventional teaching approaches to contemporary teaching
approaches by infusing integration of ICT in the classroom. It is a challenge for the teachers
who teach current generation of students called digital immigrant in this digital era because
they have to adapt ICT language (Prensky, 2001). Furthermore, the Partnership Forum for 21stCentury Skills (P21) confirms, “Today no organization can achieve results without
incorporating technology into every aspect of its everyday practices”. Therefore, it seems that
the use of technology is very crucial in teaching English.
The emergence of blended learning in educatioin complete the weaknesses of face-toface environment as it takes the great advantages of both face-to –face and e-learning. Badawi
(2009) asserts, “Blended learning is a flexible approach that combines face-to-face learning
activities with online learning practices that allow both teachers and learners exchange
collective and individual feedback synchronously and asynchronously”. In adititon, Dziuban,
Hartman, and Moskal (2004) also say that blended learning will improve learners’ satisfaction
and decrease attritition rate. It also promotes deep learning (Garrison and Kanuta, 2004).
Hence, implementing blended learning in the 21st century help teachers to reach the goal of
learning effectively.
Regarding with the 21st century era, recent research revealed that the focus of critical
literacy includes the use of multimodal text in teaching and learning process has changed from
the use of printed text to multimodal text. Therefore, in term of critical literacy, the Asian
International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
205
teachers change their perspectives regarding language learning (Fajardo, 2015) including the
pedagogy from teacher centered changed to student centered (Ko, 2013), the focus of language
from to comprehension of meaning (Ko, 2013; Ko & Wang, 2009), from strategy-based
instruction to discussion of social issues, from personal to social action (Ko& Wang, 2009), and
from decoding of printed texts to designing multimodal texts as a means of meaning-making
(Tan et al., 2010). Therefore, relating to the multimodal text, it is important to know that if
teachers just focus on the analysis and production of printed language and ignore the use of the
multimodal texts in this digital era , they will minimize the use of communication modes in
certain culture and also abolish the students’ freedom in expressing themselves bodily,
cognitively, and affectively (Kress, 2000). So the teacher must facilitate the students with
multimodal text to enhance their comprehension notably in teaching writing.
Writing is one of complex activities because it requires other skills and consist of some
components which construct the result of written text. According to Rivers (1981, p. 294),
writing is delivering information or expression of original ideas in the new language. Grabe and
Kaplan (1996, p. 6) state that writing is a set of skills that must be practiced and learned
through experienced. According to Kendall and Khuon (2006, p. 37), teaching writing to
English learner can become a challenge work for the teachers cause they must help learners to
share and develop their ideas in written text or it can be said that writing is all about making
meaning. therefore, writing is the mental work of inventing the ideas. To sum up, writing is a
complex process which yields a product which allows the writers to explore thought and ideas
by using graphic symbols that has purpose based on particular rules. Hence, the teacher should
facilitate the students to reach the goal in teaching and learning of writing. One of the ways to
empower the students’ multimodal literacies in learning writing is by taking advantages of
multimodal text.
The term, multimodal text is the use of language as a text using more than one
modality. Multimodal research reveals that one mode is not adequate to be used in teaching ,
and that is apparently true in teaching English as a foreign language. These multimodal texts
involve range of digital texts (Bowen & Whithaus, 2013), political cartoons (El
Refaie&Horschelmann, 2010), picture books (Serafini, 2010), graphic novels (Thomas, 2011),
reality television shows (Miller, 2011), advertisements (Cuff &Statz, 2010), speech, gestures,
clothing (Johnson &Vasudevan, 2012), or popular culture (Morrell, 2011). In line with the
experts, Kristina (2017) says that multimodal text is a text that contains more than text; it
contains semiotic modes including gestures, visual image, document, layout, music,
architectural design etc. A complex of modes will bestow contribution in teaching and
learning. Hence, the development speed of technology had given fresh air on the prospects on
reaching all means of meaning-making under the theory of multimodality (Kress, 2009).
Walsh (2010) points out that multimodal literacy is the contemporary literacy that is
used in teaching and learning process for reading, viewing, responding to and producing
multimodal and digital texts. It was firstly introduced by Jewet and Kress (2003). They say that
information and knowledge are constructed in multimodal texts and discourses that need a
multimodal literacy to completely understand their meanings. Furthermore, based on some of
the works in multimodal literacy, it seems that multimodal literacy has two dimensions
including media literacy that is multimodal text specifically through multimedia texts afforded
by the digital media and multi semiotic experience that deals with experience of teaching and
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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
learning is intrinsically multi-semiotic and multimodal (see, Kress, 2003, 2010; Jewitt & Kress,
2003; Kress et al., 2001, 2005 and Walsh, 2009).
There are several researchers have conducted studies in the area of multimodal literacy.
Ganapathy (2014) conducted a research in a local Chinese school on the use of Multi-literacies
to engage learners to produce learning. It is found that students were positively engaged in
multimodal literacy practices showing teachers’ positive comments. As a result the learning
outcomes were productive and students were active and highly motivated on their ESL writing
lessons. Moreover, Mulatsih (2016) had implemented multimodal materials in teaching genrebased writing to promote students’ multimodal literacies in English Department of one of
University Indonesia. The materials that are based on genre-based writing in this research are
not only in the form of text but also pictures and audio visual expected enhancing the students’
awareness in understanding several text types (genres) and promoting their multimodal
literacies.
However, little has investigated teacher and students’ perspectives on multimodal
literacy in a blended learning setting. Based on the preliminary research done in one of
university in Indonesia, it was found that the teacher benefits multimodal text in teaching
writing. Therefore, this study tried to address two major questions: 1) What are teacher's and
students’ perspectives on the use of multimodal text in empowering students’ multimodal
literacies in a blended learning setting teaching-learning writing? 2) Do teacher’s perspectives
reflect the practices?
METHODS
This study aimed to investigate teacher's and students’ perspectives on the use of multimodal
text in empowering students’ multimodal literacies in a blended learning setting in teaching
writing as well as to know whether or not teacher's perspectives reflect the implementation. The
design of the study is a qualitative study that applied a case study design using purposive
sampling technique. 24 undergraduate students and a lecturer from Faculty of teacher training
and education of a University in Indonesia were selected to participate in this study based on
their experience in benefiting multimodal text in a blended learning setting in writing class.
The students contain 9 males and 15 females. They were enrolled in writing class that was a
required subject in English Education Department. The data obtained by employing interview
that consisted 10 questions for the teacher and 10 questions for the students and also
observation during teaching and learning process. Furthermore, the researchers did descriptive
qualitative method to examine and extract information from interview and observation.
DISCUSSION
Teacher’s Perspectives on the Use of Multimodal Text in a Blended Learning Setting
In research finding, the researchers have done the interview by asking the English teacher about
her perspective on the use of multimodal text in a blended learing setting teaching writing. The
teacher used multimodal text by benefitting Prezi Presentation, video, and edmodo that are
parts of multimodal text in teaching writing. The teacher created video about how to write essay
so that the paragraph will be coherent and unity by using application namely Video Scribe. The
reason why the teacher used multimodal text in teaching writing was because it could assist her
in delivering material at that time. Another reasons why she used multimodal text in teaching
writing were to meet the teaching and learning process in 21st century learning that benefiting
International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
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technology was very crucial, to enhance the students’ understanding about the material so that
their writing skill would improve, and to improve students’ multimodal literacies for reading
viewing, responding to and producing multimodal and digital texts. Subsequently, she claimed
that the students had positive responses with the technology used by the teacher. The students
really enjoy teaching learning process using multimodal text that made their skills improved.
The teacher added that the score of the students were increasing when the teacher taught them
using technology.
Moreover, the teacher told that there were many advantages for the students related
with the use of multimodal text in teaching learning writing. First, by using multimodal text, it
could help them in understanding the material. It also improved students’ multimodal literacies
because they could understand the text easily and they could produce multimodal and digital
text also. Second, by using multimodal text, it facilitated the students in writing using English
in the classroom. Third, teaching-learning using multimodal text would enhance the students to
learn naturally, and through the interesting media such as video, prezi presentation, and
edmodo would help the students in acquiring language. It supports the theory of Kress (2009).
He says that technology helps students in holding all means of meaning-making under the
theory of multimodality.
Furthermore, the teacher told that teaching using multimodal text in a blended
learning setting facilitated the students in reaching 21st century learning skill. She added that
there were four big C in 21st century learning skills, namely, critical thinking and problem
solving, communicating, collaboration, creativity and innovation. Critical thinking and
problem solving was proven by students’ efforts in meeting the assignment from the teacher
that they did not only write the text but also uploaded in edmodo. Then, in term of
communication, the students could ask questions to the teacher or other students whether it
was in the classroom or in online class, then teacher and other students could help them.
Moreover, it also improved collaboration because in assignment group, they were asked to make
essay in group. At last, in term of creativity and innovation, the students created their own idea
in writing, and they also could produce the digital text which was uploaded in edmodo.
Students’ Perspectives of Multimodal Text in a Blended learning Setting
In research finding, the researchers have conducted interview to the students. Students were
asked several questions according to their perspectives on the use of multimodal text in a
blended learning. 100% of the students admitted that the English teacher used Prezi
Presentation, Video, worksheet, and edmodo in a blended learning setting in teaching writing.
100% of the students also said that they were very comfortable using those aids which were
provided by the English teacher. They told that their English teacher was very often in teaching
using such kinds of aids as multimodal text in teaching writing. They also added that teachinglearning using multimodal text provided innovative method mix with technology.
Almost of all respondents assumed that aids of learning gave them a number of
benefits especially in empowering their multimodal literacies in teaching-learning writing. First,
by using those aids, 100% of students said that it helped them to improve their writing skill
easily. Second, 60% of the students assumed that uploaded video about material that would be
learned gave contributions to the learning process in the class because video was more
interesting and effective rather than book or text that sometimes difficult to understand. In
addition, by using those aids, it could improve students’ interests to learn the material.
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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017
Furthermore, students agreed that edmodo could support them becoming autonomous learner
because they could access aids of learning to open the material repeatedly if they do not
understand the material without asking friends since they had their own account.
When the respondents were asked whether those aids could facilitate the students to
communicate in the classroom or not, 70% of them told that it could facilitated students to
corporate each other or to conduct work group. They stated that the teacher sometimes
uploaded assignment in the tool of learning and asked students to do it in a group in the
classroom. Then they could discuss with their groups about their difficulties to finish the
assignment. They added that by using it, they could be more flexible. They were able to obtain
the materials wherever and whenever they were. 70 % of respondents also assumed that by
using those aids, it was be able to involve the teacher and students for giving feedback. They
were not only given the feedback in the classroom but also after the classroom. It is in line with
Badawi (2009), he says that blended learning offers flexible learning combining online and faceto-face learning activities with online learning practices that allow both teachers and learners
exchange collective and individual feedback synchronously and asynchronously. The
respondents also were asked about the obstacles during teaching-learning process by using those
aids. 90% of the respondents told that the prominent obstacle was the internet connection. It
became a problem especially in developing country such as Indonesia that the dissemination of
internet connection was not adequate excellent. And 10 % of them stated another obstacle
during teaching-learning writing skill using was understanding the video.
Teacher's perspectives of multimodal text a Blended Learning Setting reflected the Practices
Based on the result of observation, it can be said that the teachers’ perspective about
multimodal text in empowering students’ multimodal literacies in a Blended Learning Setting
in teaching writing reflected the implementation in the classroom. The teacher took the
advantage of edmodo as an online class in teaching writing. In addition, she used the video as
the learning media that has been made using application namely video scribe. The video
contains more than one mode, those are moving picture, sound, text. It is in line with the
theory of multimodal text stated by Kristina (2017) who says that multimodal text is a text that
contains more than text, it contains semiotic modes including gestures, visual image, document,
layout, music, architectural design etc. Moreover, She also used application namely prezi
presentation to present the material. Furthermore, she used worksheet in the classroom. Those
materials were uploaded in edmodo before the class begun so students would have prior
knowledge in the classroom. And, they could access it whenever and wherever they were. If they
had questions, they could ask friends or teachers whether in the classroom or in online class.
While the activities in the classroom were doing assignment, as well as discussing students
difficulties so that the learning process would be more effective and efficient. At last, students
had to upload their assignment in writing chronological order: process essay in edmodo so it
supports the theory of multimodal literacy that is based on Walsh (2010) who points out that
multimodal literacy is the contemporary literacy that is used in teaching and learning process
for reading, viewing, responding to and producing multimodal and digital texts. Moreover,
teachers would need the product (esp online tools) if they thought that it was really helpful for
them. Otherwise, they would never be interested to try the new product offered (Jati, 2016: 96).
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CONCLUSION
In a nutshel, based on teacher’s perspective on the use of multimodal text in empowering
students’ multimodal literacies in a blended learning setting in teaching learning writing gives
many advantages for both students and the teacher. With the help of Prezi Presentation, video,
edmodo, students are able to make meaning much effectively during writing teaching learning
process. So teaching learning using multimodal text makes them enthusiastic in learning
writing because it helps students understanding the materials easily and learn naturally. In
addition, Multimodal text in a blended learning setting improves students writing skill as it
improves students’ multimodal literacy for reading viewing, responding to and producing
multimodal and digital texts. Based on the finding, the teacher’s perspective on the use of
multimodal text in empowering students’ literacies in teaching learning writing reflects the
implementation in the classroom.
It is suggested for the teacher to change the traditional literacy that merely foccuses on
the use of printed text to the use of multimodal texts in order to empower students’
multimodal literacies in teaching-learning writing for instance using blended learning that
benefiting aids such as Prezi Presentation, video, and edmodo as learning platform. Moreover,
this study only focuses on exploring students’ and teacher’s perspectives of multimodal literacy
in a blended learning setting in teaching writing, so it is also suggested for another researchers
to conduct research in the area of multimodal literacies of other skills such as listening,
speaking and reading as well as the implementation in the classroom.
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