2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills
| Format: | General Document |
|---|
| _version_ | 1860798313750593536 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2024-11-24 11:37 |
| format | General Document |
| id | 17055 |
| institution | UniSZA |
| internalnotes | jangan guna keyword 1 ayat..terlalu general..contoh perception, teacher, etc |
| originalfilename | STUDENTS’ AND TEACHERS’ PERCEPTIONS ON MULTIMODAL TEACHING APPROACH IN WRITING SKILLS (MASTER_2024).pdf |
| person | Zulfa Azizaturrohmi |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17055 |
| sourcemedia | Server storage Scanned document |
| spelling | 17055 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=17055 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 www.ilovepdf.com Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Library Access Universiti Sultan Zainal Abidin Copyright©PWB2025 136 Dissertations, Academic Zulfa Azizaturrohmi Educational innovations. 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills Introduction: Untrained English instructors, ineffective writing methods, low motivation and lack of vocabulary contribute to low proficiency in writing skills. A multimodal approach in learning writing allows for better communication and expression of personal identities through various modes of representation. Students’ and teachers’ unfamiliarity with digital and multimodal writing in classroom practice also become the ultimate concern in teaching and learning. In Indonesia, there is a dearth of practice among English Language teachers using a multimodal teaching approach in teaching writing. Therefore, this study seeks to investigate the perceptions of students and teachers on a multimodal teaching approach in writing classrooms. Methodology: This study adopted a mixed-method triangulation research design utilising survey and interview as data collection methods. 97 university students were selected and 5 English Language teachers from Hamzanwandi University were also involved as participants through a non-probability purposive sampling. The first phase involves a questionnaire survey consisting of 31 items, consisting of two categories: (1) students’ understanding of multimodal learningapproach and (2) benefit and excitement. Meanwhile for the qualitative data, semistructured interviews were utilised to gather in-depth responses. The interview questions divided into three main categories namely teachers’ perception of multimodal in learning writing skills, the benefit of multimodal teaching approach and the challenges of integrating multimodal in teaching writing skill. Quantitative data was extracted from survey and scrutinized by using descriptive statistics to see percentage, mean and standard deviation of the data, meanwhile for the qualitative analysis a thematic analysis is used. Findings: The study shows some positive effects of the multimodal teaching approach on the writing skills and perceptions of Hamzanwadi students and teachers. In addition, the statistic shows that students agreed that learning writing skills that integrate visual texts, images, and video stimulate their interest and motivation to write. Furthermore, the integration of technology in writing tasks helps them to perform better in writing skills. Teachers’ perceptions and attitudes were positive and neutral when performed multimodal teaching approach in their lessons. By choosing various modes in learning writing skills, students have opportunities to process information through visual, audio, video, and other modes. Conclusion: This study demonstrates that multimodal learning approaches promote and motivate deeper understanding among students in learning writing skills. The teachers were also excited and enthusiastic to accept new media and methods into their teaching process. This study was significant for both students and teachers at any level of schools to employ multimodality in classes. By incorporating multimodal into the instruction of writing, students can be instructed in a manner that stimulates the classroom environment and enjoyable learning process. Besides, the study recommends that the multimodal approach also can be implemented in the actual practice in teaching writing skills and other English skills to offer a wide range of the impact of the multimodal teaching approach, particularly in the Indonesian EFL context. 2024-11-24 11:37 uuid:c2b5cfc5-e9f2-4c28-bd3f-df2e9cb4171b STUDENTS’ AND TEACHERS’ PERCEPTIONS ON MULTIMODAL TEACHING APPROACH IN WRITING SKILLS (MASTER_2024).pdf jangan guna keyword 1 ayat..terlalu general..contoh perception, teacher, etc Multimodal Teaching Approach Multimodal Learning in Writing English Writing Skills EFL Writing Instruction Digital And Multimodal Writing Students’ And Teachers’ Perceptions Technology Integration In Language Learning English Language Teaching In Indonesia English Language — Study And Teaching Teachers — Attitude Students — Attitudes Language arts — Indonesia Thesis |
| spellingShingle | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| state | Terengganu |
| subject | Dissertations, Academic Educational innovations. English Language — Study And Teaching Teachers — Attitude Students — Attitudes Language arts — Indonesia |
| summary | Introduction: Untrained English instructors, ineffective writing methods, low motivation and lack of vocabulary contribute to low proficiency in writing skills. A multimodal approach in learning writing allows for better communication and expression of personal identities through various modes of representation. Students’ and teachers’ unfamiliarity with digital and multimodal writing in classroom practice also become the ultimate concern in teaching and learning. In Indonesia, there is a dearth of practice among English Language teachers using a multimodal teaching approach in teaching writing. Therefore, this study seeks to investigate the perceptions of students and teachers on a multimodal teaching approach in writing classrooms. Methodology: This study adopted a mixed-method triangulation research design utilising survey and interview as data collection methods. 97 university students were selected and 5 English Language teachers from Hamzanwandi University were also involved as participants through a non-probability purposive sampling. The first phase involves a questionnaire survey consisting of 31 items, consisting of two categories: (1) students’ understanding of multimodal learningapproach and (2) benefit and excitement. Meanwhile for the qualitative data, semistructured interviews were utilised to gather in-depth responses. The interview questions divided into three main categories namely teachers’ perception of multimodal in learning writing skills, the benefit of multimodal teaching approach and the challenges of integrating multimodal in teaching writing skill. Quantitative data was extracted from survey and scrutinized by using descriptive statistics to see percentage, mean and standard deviation of the data, meanwhile for the qualitative analysis a thematic analysis is used. Findings: The study shows some positive effects of the multimodal teaching approach on the writing skills and perceptions of Hamzanwadi students and teachers. In addition, the statistic shows that students agreed that learning writing skills that integrate visual texts, images, and video stimulate their interest and motivation to write. Furthermore, the integration of technology in writing tasks helps them to perform better in writing skills. Teachers’ perceptions and attitudes were positive and neutral when performed multimodal teaching approach in their lessons. By choosing various modes in learning writing skills, students have opportunities to process information through visual, audio, video, and other modes. Conclusion: This study demonstrates that multimodal learning approaches promote and motivate deeper understanding among students in learning writing skills. The teachers were also excited and enthusiastic to accept new media and methods into their teaching process. This study was significant for both students and teachers at any level of schools to employ multimodality in classes. By incorporating multimodal into the instruction of writing, students can be instructed in a manner that stimulates the classroom environment and enjoyable learning process. Besides, the study recommends that the multimodal approach also can be implemented in the actual practice in teaching writing skills and other English skills to offer a wide range of the impact of the multimodal teaching approach, particularly in the Indonesian EFL context. |
| title | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_full | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_fullStr | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_full_unstemmed | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_short | 2024_Students’ And Teachers’ Perceptions On Multimodal Teaching Approach In Writing Skills |
| title_sort | 2024_students’ and teachers’ perceptions on multimodal teaching approach in writing skills |