Due to the massive rapid advancement of media and communication technologies, educational institutions all over the world have recently realized the need of encouraging multiliteracies, whether in schools or at universities. There is rising interest in incorporating digital multimodal composition (DMC) into ELT education. While the use of DMC for multiliteracy development is well established, the important question of how DMC could boost English learning, especially in EFL settings, remains unaddressed. This paper analyzes the affordances of DMC for EFL learning using findings from an Indonesian DMC program. Data were collected from interviews and questionnaires which were given to the students. Then the data were analyzed by using interactive model analysis to locate the relevant information with a range of technical, pedagogical, and social affordances, all of which had varying and interconnected effects on their EFL learning. This study revealed that DMC might also allow students to be completely creative with technology in their activities, open up new learning opportunities, and increase students' social awareness. Finally, this study demonstrates how affordances might improve students' involvement with English learning. However, this study is limited only to students from vocational high school. Other researchers are expected to cover a wider area of study and get the experience from teachers who conducted DMC in their classes.
The aim of this paper is development of application learning system for the human body system using Web Assembly technology to help high school students to recognize system organs of the human body including general functions and diseases in visual learning. Development of system using APPED model which consist of five stages development. The First stage is analysis and preliminary research to analyse the system needs and characteristic, second stage is design system to describe the system architecture, flowchart, Screen Design and Storyboard. Third stage is Production to develop the system using authoring tool, fourth stage is Evaluation to test functionality of system using blackbox testing and test reaction to students using summative evaluation to measure the level of satisfaction program usage. Last stage is dissemination to publish applications in general through social media or the internet. The media visual learning system built based on for web applications because it can be used by students anywhere and anytime. The Experimental result it show that applications based on the total score obtained from the questionnaire to 35 respondents obtained a total score of 674 which are based on the attitude categories it show positive attitude the application can help high school students understand the material systems of the human body, with material that has 3D objects, and can recognize the organs of the human body system along with their general functions and diseases and by giving 3D objects as a teaching aid.
<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This study is an autobiography of the author's experience as an English teacher teaching 12th graders digital multimodal composing (DMC). I have been teaching vocational high school students for seventeen years in one of Indonesia's vocational high schools. I am still looking for the best way to develop the writing skills of vocational high school students. I want to alter their perceptions of writing. It is essential to create a fun and meaningful writing process both inside and outside the classroom. Students born in the twenty-first century, the digital generation, and modern students. DMC as the textual practice entails using digital tools to generate text by combining various semiotic modes. Each mode is meaningful and serves a purpose. As a teacher, I can create any digital mode based on my students' needs and knowledge. This study used the narrative inquiry method to explore and reflect on the story of the teacher.</span></p></div></div></div>
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