Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Fuad Abdullah*  -  Siliwangi University, Indonesia
Soni Tantan Tandiana  -  Siliwangi University, Indonesia
Yuyus Saputra  -  Siliwangi University, Indonesia

(*) Corresponding Author

Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.

Keywords : Genre-Based Multimodal Texts Analysis (GBMTA); higher education; learning multimodality; students’ perceptions

  1. Abdullah, F., & Lulita. (2018). Social actors in an intercultural communication classroom: A discursive lens of intercultural education. IJELT, 13(1), 31–51.
  2. Abdullah, F., Tandiana, S. T., & Komara, U. (n.d.). Fostering multimodal communicative competence through genre-based multi-modal texts analysis: Insight from an Indonesian higher education landscape. The Qualitative Report, 1–30.
  3. Ajayi, L. (2009a). English as a second language learners’ exploration of multimodal texts in a junior high school. Journal of Adolescent and Adult Literacy, 52(7), 585–595. https://doi.org/10.1598/JAAL.52.7.4
  4. Ajayi, L. (2009b). English as a Second Language Learners’ Exploration of Multimodal Texts in a Junior High School. Journal of Adolescent & Adult Literacy, 52(7), 585–595. https://doi.org/10.1598/jaal.52.7.4
  5. Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. Proceedings of the 4th International Language and Language Teaching Conference,Yogyakarta, Nov 2017, 1–15.
  6. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and imple¬men-tation for novice researchers. The Qualitative Report, 13(4), 544–559.
  7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/
  8. 1191/1478088706qp063oa
  9. Christie, F. (2002). Classroom discourse analysis: A functional perspective (R. Fawcett (ed.)). Continuum. https://doi.org/10.4324/9781315775630
  10. Coccetta, F. (2018). Developing university students’ multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19–27. https://doi.org/
  11. 1016/j.system.2018.01.004
  12. Dallyono, R., & Sukyadi, D. (2019). An analysis of multimodal resources in environmental protection posters. Indonesian Journal of Applied Linguistics, 9(2), 472–479. https://
  13. doi.org/10.17509/ijal.v9i2.20245
  14. Damayanti, I. L., & Febrianti, Y. (2020). Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms. Indonesian Journal of Applied Linguistics, 9(3), 616–627. https://doi.org/
  15. 17509/ijal.v9i3.23212
  16. Emilia, E. (2005). A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. [Unpublished doctoral thesis]. University of Melbourne, Australia.
  17. Feez, S. (1998). Text-based Syllabus Design. National Centre for English Language Teaching and Research (NELTR), Macquarie University.
  18. Gunawan, W. (2014). SFL in L2 writing teacher education: A case study of an EFL pre-service teacher in conceptualizing grammar. [Unpublished doctoral thesis]. University of Massachusetts, USA.
  19. Gunawan, W. (2018). Re-appropriation of ideational meanings through drawings: A case of 5-year-old child experience in learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 244–253. https://doi.org/
  20. 17509/ijal.v8i2.13300
  21. Hyland, K. (2009). Academic Discourse English in a Global Context (K. Hyland (ed.)). Continuum Discourse Series.
  22. Jewitt, C. (2005). Classrooms and the design of pedagogic discourse: A multimodal approach. Culture and Psychology, 11(3), 309–320. https://doi.org/10.1177/1354067X05055519
  23. Jewitt, C. (2009). The Routledge handbook of multimodal analysis (C. Jewitt (ed.)). Routledge.
  24. Jewitt, C. (2012). Technology, literacy, learning: A multimodal approach (C. Jewitt (ed.)). Routledge.
  25. Kress, G. (2003). Literacy in The New Media Age (D. Barton (ed.)). Routledge.
  26. Kress, G. (2009). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.
  27. Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Taylor & Francis.
  28. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom (C. N., Candlin, & S. Sarangi (eds.)). Continuum.
  29. Kress, G., & van Leuween, T. (2001). Multimodal Discourse The Modes and Media of Contemporary Communication. Arnold.
  30. Kress, G., & van Leuween, T. (2006). Reading images: The grammar of visual design. Routledge.
  31. Lim, F. V. (2018). Developing a systemic functional approach to teach multimodal literacy. Functional Linguistics, 5(13), 1–17. https://doi.org/10.1186/s40554-018-0066-8
  32. Lim, V. F. (2017). Analysing the teachers’ use of gestures in the classroom: A systemic functional multimodal discourse analysis approach. Social Semiotics, 1–29. https://doi.org/10.1080/10350330.2017.1412168
  33. Lirola, M. M. (2016). Multimodal analysis of a sample of political posters in Ireland during and after the Celtic Tiger. Revista Signos, 49(91), 245–267. https://doi.org/10.4067/S0718-09342016000200005
  34. Macken-Horarik, M. (2002). Something to shoot for : a systemic functional approach to teaching genre in secondary school science. In A. M. Johns (Ed.), Genre in the classroom: multiple perspectives (pp. 17–42). Lawrence Erlbaum.
  35. Martin, J. R. (1992). English text: System and structure. John Benjamins Publishing Company.
  36. Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10–21. https://doi.org/
  37. 1016/j.linged.2009.01.003
  38. Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause (2nd Ed.). Continuum.
  39. Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
  40. Michelson, K., & Valencia, J. A. Á. (2016). Study abroad: Tourism or education? A multimodal social semiotic analysis of institutional discourses of a promotional website. Discourse and Communication, 1–22. https://doi.org/10.1177/1750481315623893
  41. Molle, D., & Prior, P. (2008). Multimodal Genre Systems in EAP Writing Pedagogy: Reflecting on a Needs Analysis. TESOL Quarterly, 42(4), 541–566. https://doi.org/10.1002/j.1545-7249.2008.tb00148.x
  42. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  43. Nouri, J. (2019). Students Multimodal Literacy and Design of Learning During Self-Studies in Higher Education. Technology, Knowledge and Learning, 24(4), 683–698. https://doi.org/10.1007/s10758-018-9360-5
  44. O’Halloran, K. L., & Smith, B. A. (2011). Multimodal studies: Exploring issues and domains (K. L. O’Halloran & B. A. Smith (eds.)). Routledge.
  45. O’Halloran, K. L., Tan, S., & Marissa, K. L. E. (2015). Multimodal analysis for critical thinking. Learning, Media and Technology. https://doi.org/10.1080/17439884.2016.1101003
  46. O’Halloran, K. L., Tan, S., Smith, B. A., & Podlasov, A. (2010). Challenges in designing digital interfaces for the study of multimodal phenomena. Information Design Journal, 18(1), 2–21. https://doi.org/10.1075/
  47. idj.18.1.02hal
  48. Oostendorp, M. (2015). The multimodal construction of the identity of politicians. Critical Discourse Studies, 12(1), 39–56. https://doi.org/10.1080/17405904.2014.962066
  49. Paltridge, B. (1997). Genre, frames and writing in research settings (A. H. Jucker (ed.)). John Benjamins Publishing Company. https://doi.
  50. org/10.2307/417450
  51. Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/10.17509/
  52. ijal.v8i2.13276
  53. Poulsen, S. V., & Kvåle, G. (2018). Studying social media as semiotic technology: a social semiotic multimodal framework. Social Semiotics, 28(5), 700–717. https://doi.org/
  54. 1080/10350330.2018.1505689
  55. Rahmadhani, A. P. (2018). Genre Based Approach to Teaching Multimodal Text. Curricula, 3(2). https://doi.org/10.22216/jcc.2018.v3i2.3571
  56. Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge, and pedagogy in the Sydney school. Equinox.
  57. Rothery, J. (1996). Making changes: Developing educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society. Addison Wesley Longman Limited.
  58. Stec, M. (2019). Identity and multimodality of cultural content in ELT coursebooks for Yls. The European Proceedings of Social & Behavioural Sciences, 72, 274–288. https://doi.org/10.15405/epsbs.2019.11.25
  59. Suherdi, D. (2015). Proceeding The 62 nd TEFLIN International Conference 2015. Multimodal Pedagogy in TEFLIN Contexts.
  60. Swales, J. M. (1990). Genre analysis: English in academic and research settings (Cambridge applied linguistics) (1st Ed.). Cambridge University Press.
  61. Taylor, S. V., & Leung, C. B. (2019). Multimodal literacy and social interaction: Young children’s literacy learning. Early Childhood Education Journal, 1–10. https://doi.org/
  62. 1007/s10643-019-00974-0
  63. Victor, L. F. (2011). A systemic functional multimodal discourse analysis approach to pedagogic discourse. [Unpublished doctoral thesis]. National University of Singapore, Singapore.
  64. Yin, R. K. (2003). Case study research: Design and methods (3rd Ed.). SAGE Publications Inc.

Vision: Journal of Language and Foreign Language Learning is indexed by

       

Vision: Journal of Language and Foreign Language Learning

To improve the quality of the journal, since 25 July 2020, this journal officially had made cooperation with ELITE Association Indonesia (The Association of Teachers of English Linguistics, Literature & Education). See The MoU Manuscript.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 
View My Stats
apps