Indonesian EFL Students and Teachers Perceptions of Multimodal Teaching Approach in Writing Skills

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Indonesian EFL Students and Teachers Perceptions of Multimodal Teaching Approach in Writing Skills

Zulfa Azizaturrohmi1, Nurshafawati Ahmad Sani2
1English Language Studies, Sultan Zainal Abidin University, Malaysia
Received: 24 March 2023; Accepted: 29 March 2023; Published: 28 April 2023

Abstract: – Low motivation, poor writing techniques, and lack of vocabulary are a few things that effect how proficient a writer is. Multimodal approach in teaching writing allows for better communication and expression of personal identities through various modes of representation. This study adopts a mixed-method research design utilizing survey and interview as data collection method. Data were analyzed using SPSS version 25 for quantitative data Atlas.Ti for qualitative data. The research was conducted at Hamzanwadi University, the population of the research is all second year of English Language Study students consist of 92 students and 5 teachers. The study discovered positive effects of multimodal teaching approach on writing skills and perceptions of Hamzanwadi’s students and teachers. Then, from the finding suggested that the students who performed multimodal tasks significantly improved their critical writing skills. Furthermore, it can serve as a resource for Indonesian EFL teachers’ continuing professional development.

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Keywords: Multimodal teaching approach, Writing skills, Students and Teachers’ perceptions.

I. Introduction

The English language has gained worldwide supremacy and has been adopted as a lingua franca among speakers of different native languages. English is treated as a common communication tool to do business transaction, to negotiate among countries leaders or even to learn and acquire knowledge among students. Despite being a foreign language, it can be argued that English is widely used and widespread in Indonesia based on its prevalence and frequency of use. In fact, English has taken steps to enhance its linguistic status, such as becoming a second language and a language of instruction (Alrajafi, 2021). Moreover, most of the science, technology, and invention subjects use English language as medium of communication. In most schools, colleges, universities around the world, English has become the medium of instruction. This phenomenon applies in Indonesia too, where English treated as important as the national language (Zein, 2019). One of the many objectives of introducing English in Indonesian school system is because English will promote Indonesian students to communicate fluently and comfortably in the international community.

Another factor is the diverse sociocultural backgrounds of Indonesian (Poedjuastuti, Mayaputri, and Arifani, 2021). Also, Larsson (1997) pointed out that individual experiences in different places and different life histories influence how people analyze reality. Because language and culture are inextricably linked, societal, cultural aspects undoubtedly influence English teaching. Languages, habits, and other traditional knowledge accumulated by that society over thousands years may be difficult to change. In addition, the teaching techniques used by English teachers in Indonesia still use traditional teaching techniques, teachers are in charge of their classrooms and assume full responsibility for the learning environment. All responsibilities and authority are placed in the teacher, who, as the lecturer in the classroom.

Among the challenges that Indonesian EFL teachers have to face is the class size is with estimation of 30 to 40 students per class. The same phenomena are sometimes observed in Malaysia. Karim (2021) states that having a large class reduce the effectiveness of the learning and teaching process, as teachers are unable to effectively regulate students comfortably in the classroom. When there are a large number of students, it can be challenging for teachers as they require more strength and time to manage the classroom environment and the activities of the students while they are learning.

Current teaching method in Indonesia would normally use traditional teaching method. Traditional teaching is based on the instructor controlling the learning environment. The teacher holds authority and responsibility and serves as instructor (via lectures) and decision-maker (regarding curriculum content and specific outcomes) (Ira, 2020). Undoubtedly, students today are no longer the intended audience for the conventional educational system (Revina, 2020). Ullah & Iqbal (2020) also add that the traditional teaching methods are teacher-centered and are primarily used in the classroom to communicate the material to the students.