Beyond Traditional Literacies: A Multimodal-Based Instruction to Fostering Student Digital Literacy Learning

Kustini, Siti; Suherdi, Didi; Musthafa, Bachrudin

doi:10.17509/bs_jpbsp.v20i1.25969

Cited by 7 publications

(10 citation statements)

References 7 publications

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“…According to Kustini (2020), this growing era demands that humans be close to digital, including literacy education. Aulia et.…”

Section: Introductionmentioning

confidence: 99%

Play While Writing: Breakthroughs for Digital Literacy Activities during the Covid-19 Pandemic

Aswan

2020

Bahasa

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<p class="abstrak">Covid-19 presence in the world has paralyzed the education system. Indonesia became one of the countries affected by Covid-19. The education system, which is usually conducted face-to-face, is forced to go online to reduce the risk of contracting the Covid-19 outbreak. Literacy activities that are considered important in schools are also affected by Covid-19. Seeing these problems, this study aims to create a literacy learning model that focuses on writing activities. The writing learning model with the play approach is a renewal in online writing activities. The method used in this research is qualitative. The sampling technique used is purposive sampling. The data analysis technique used is an interactive analysis model from Miles and Huberman. Informants in this study amounted to 30 people consisting of students, students, and the public. The Play While Writing Model starts with the conditioning of the class, the provision of relevant material, the instructions for playing, the process of playing while writing, the feedback from the informants, and the closing. The estimated online learning time is approximately one hour and thirty minutes. The results showed that the online writing learning model with a playful approach could attract informants. The writing learning model Playing While Writing makes students active, creative, and eager to express ideas in writing. As a whole, it can be said that the learning model of Playing While Writing can be a breakthrough in digital literacy during the Covid-19 pandemic.</p>

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“…According to Kustini (2020), this growing era demands that humans be close to digital, including literacy education. Aulia et.…”

Section: Introductionmentioning

confidence: 99%

Play While Writing: Breakthroughs for Digital Literacy Activities during the Covid-19 Pandemic

Aswan

2020

Bahasa

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“…The operational element refers to the ability to write and read in various media. Some literacy educators also argue that the success of today's millennial students (generation Z) and future workers is linked to mastery of digital literacy (Kustini et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Need Analysis on Developing English Interactive Multimodal E-Book Oriented to 21st Century Skills

Kholis¹,

Azmi²

2023

Elsya

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The need toward availability of online and electronic textbooks (e-books) in language teaching and learning in digital age and 21st century is very considerable. To design and develop an electronic book, teachers should consider all students’ needs. This study aimed to investigate and explore students’ English learning needs, wants, and difficulties of primary education on developing English interactive multimodal e-book integrated with the skills of 21st century including communication, collaboration, critical thinking, and creativity. The case study research design was used to deeply investigate and describe the students’ needs on development of English e-book. To collect data on the students’ necessities, difficulties, and wants for a primary English course design and skills, the researchers used interview and questionnaire. . The researcher interviewed one teacher and three students. For questionnaire, there were three main aspects asked: students’ necessity, wants, and difficulties totally consisting of sixteen questions. Documentation of the teaching and learning activities photos was collected and the data were analysed using qualitative and quantitative analysis. The results included (1) the students’ English skill was considered poor; they had little vocabulary mastery and low motivation toward learning English materials (2) the needs toward the 21st century skills to be included in e-book were very necessary to promote communication, critical thinking, and problem solving skills; (3) inserting various multimodal materials in each task of e-book was needed to increase students’ references, reading comprehension, and digital literacy, and (4) inclusion of various online activities like synchronous and asynchronous mode was highly demanded.

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“…Multimodality is the representation and conveyance of meaning across a variety of forms or modes (Kress & van Leeuwen, 2001;Kress & Selander, 2012;Kress & Bezemer, 2016). A multimodal approach to English instruction could significantly benefit students (Kustini, Suherdi & Musthafa, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Multimodality is not a novel idea. Language, sight, gesture, sound, and space have always been used as modes of orchestration for creating meaning -expressing ideas and communicating meaning (Kustini et al, 2019). Multimodality and university academic oral discourse studies have investigated how speakers use and combine semiotic resources in presentations and lectures (Hermawan, 2013;Camiciottoli & Fortanet-Gómez, 2018;Morell, 2015).…”

Section: Introductionmentioning

confidence: 99%

English as A Medium of Instruction at Vocational High School in Indonesia

Rofiawati¹,

Wirza²

2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Teaching English as a foreign language is always difficult. Teaching and learning become considerably more necessary and time-consuming in regions where English serves a very limited purpose especially for vocational high school teachers in the 21st century. This paper aims to investigate how Indonesian vocational high school teachers taught English as a foreign language in their classroom in the 21st -century learning. The information was gathered through interviews with two English vocational high school teachers. Both teachers in practice were found to be developing teachers' creativity in designing learning material and emphasizing technical vocabulary in order to adapt with textbooks, as they believed that students needed 21st century English skills to cope and face future professional career challenges.

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Beyond Traditional Literacies: A Multimodal-Based Instruction to Fostering Student Digital Literacy Learning

Cited by 7 publications

References 7 publications

Play While Writing: Breakthroughs for Digital Literacy Activities during the Covid-19 Pandemic

Play While Writing: Breakthroughs for Digital Literacy Activities during the Covid-19 Pandemic

A Need Analysis on Developing English Interactive Multimodal E-Book Oriented to 21st Century Skills

English as A Medium of Instruction at Vocational High School in Indonesia

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