Maghfirah, Silvia (2022) Student engagement and teacher contribution to the meaning-making process of multimodality in the english classroom at SD Lab UM / Silvia Maghfirah</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Technological advancement has affected communication and language education. The influence of technology has shaped students engagement in various daily activities. Thus Kress (2010) defined multimodal text as social networking sites computer games and television shows. However the multimodality practice students acquire outside the classroom lacks critical comprehension. Then Pinter (2011) asserts that students reconstruct the meaning based on their understanding. Consequently to increase students literacy at school (Permendikbud 79 2014) the movement known as the school literacy movement (Gerakan Literasi Sekolah) focuses on multimodal literacy. A recent study investigates student engagement and teacher contribution to the meaning-making process of multimodality in the English classroom. This study aims to answer the questions (1) How do students engage in the multimodal meaning-making process in the classroom (2) What kinds of multimodality are the fifth-graders interested in outside the classroom (3) What kind of multimodality and multimodal modes does the teacher use to contribute to the meaning-making process in the classroom (4) What problems do teachers encounter in making students engage with multimodality and meaning-making process in the classroom A qualitative research design was used to investigate student engagement and teacher contribution at SD LAB UM. Two classes of fifth-graders and one English teacher were involved in this study. In addition three instruments were used to collect data a student questionnaire observation and a teacher interview. According to the questionnaire results students favored digital multimodal over non-digital multimodal. Moreover the observation results demonstrated that students engage in multimodality through many verbal and non-verbal modes. This finding is similar to the teacher rsquo s contribution in the classroom which also used both verbal and non-verbal. Consequently the teacher rsquo s interview indicates that the teacher encounters problems in utilizing certain multimodality in the classroom and meaning-making processes in the classroom. This study implies that teachers need to know the multimodality preferences of their students to link their exposure and classroom literacy to promote students critical thinking. Thus the study also highlights that the teacher could use a variety of multimodality and multimodal modes to create a natural meaning-making process in the classroom.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 02 Feb 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322515 |
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