The Role of Multimodal Text to Develop Literacy and Change Social Behaviour Foreign Learner

Abstract

The purpose of this study is to see the role of using multimodal texts based on Indonesian local cultural content to improve the literacy skills of BIPA (Indonesian for Foreign Speakers) learners. The focus of literacy skills in this study is the learner's ability to communicate using the communication culture of Indonesian society as a result of understanding multimodal texts. The method used in this study is a single subject experimental research method (single subject method) with research design A-B-A. The single-subject experimental research method was taken because limited participants could not be divided into control and experimental classes (Cresswell, 2013; Fraenkel, Wallen, Hyun, 2015). The instrument used was multimodal text with the theme of communication culture, observation sheets, and communication skills assessment sheets in applying the understanding of communication culture from multimodal texts. The data collection method is done through authentic assessment and direct observation. Participants in this study were four BIPA learners from various professions, namely students, employees, entrepreneurs, and housewives. Data analysis was carried out by looking at the literacy competence of the subject in each condition. The research data is in the form of literacy skills, namely multimodal text interpretation to communicate. The results showed that they could develop their literacy skills including how to communicate, behaviours and communication gestures shown by foreign students. In single subject research, the data used to determine the conclusion of multimodal texts that have a significant or not role in literacy skills is overlap data.

The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability

“…Inferential readers understand reading texts using more sophisticated cues such as self-explanation and elaboration. So, it can be concluded that mental representations with good inferential understanding performance involve coherent text representations so as to produce alignment between performance assessments and students' actual performance (better metacomprehension accuracy) (Hadianto et al, 2021b(Hadianto et al, , 2021a. Metacognitive abilities greatly affect the reading process and the results of students' reading comprehension.…”

Effectiveness of professional learning community programmes to improve school quality

“…These results are in line with the goal of PLC is to improve the quality of teachers which will have an impact on the learning process and student academic results. Improvements in school quality through the PLC programme can be seen in school activities that are more intensive in holding discussions and collaborative activities among teachers which have a significant effect on the quality of the learning process (Cheng & Pan, 2019;Hadianto et al, 2021b;Kellner & Attorps, 2020). Increased academic ability in the fields of language and mathematics may also be influenced by other factors, but this PLC has proven to be effective in changing learning patterns.…”

The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies

“…Moreover, it has also been recognised that cognitive skills measured by achievement tests are not the only determinant of individual quality. Non-cognitive factors are related to emotional and social (Hadianto et al, 2021b;McGrath et al, 2022;Qoyyimah, 2016). The term 'non-cognitive skills' is used by scientists for various traits believed to be different from skills measured by IQ tests and achievement tests, such as personality or character, motivation or interests.…”