Multimodal literacy in a blended learning setting: teacher's and students' perspectives - Test Repository

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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:

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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

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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,

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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 205

MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND STUDENTS’ PERSPECTIVES

Ummy Khoirunisya’ Masyhudianti & Endang Fauziati Sebelas Maret University, UMS Surakarta

ukhoirunisya@gmail.com

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 meaning-making 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 21st-Century 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-to-face environment as it takes the great advantages of both face-to-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}

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206 International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 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).

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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 207 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 genre-based 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

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208 International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 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 teaching-learning using multimodal text provided innovative method mix with technology.

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International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 209 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 face-to-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,

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210 International Conference on Indonesian Islam, Education and Science (ICIIES) 2017 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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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:

Keynote Speakers:

Venue:

PROCEEDINGS

INTERNATIONAL CONFERENCE

ON INDONESIAN ISLAM, EDUCATION AND

SCIENCE (ICIIES):

The Prospects and Challenges in the East and the West

Table of Contents

PREFACE