3 research outputs found
Efforts to Improve English Speaking Skills Using Action Learning Strategies in Class X MIA 1 MA Hidayatul Mubtadiin Sidoharjo Jati Agung Lampung Selatan
Full text linkThis research aims to determine students' speaking abilities using action learning strategies in class X MIA 1 MA Hidayatul Mubtadiin Sidoharjo Jati Agung South Lampung. The type of research used is qualitative research. The data sources in the research are school principals, teachers and students. The research instruments used were observation guidelines, interview guidelines and documentation. The data analysis techniques used are data reduction, data presentation and data verification. The research results showed a significant improvement in students' English speaking skills after participating in the action-based learning intervention. Students demonstrate an increase in their ability to communicate effectively in real-life situations. First, the results of learning English, namely with action learning strategies, teachers can find out students' own learning outcomes, namely by preparing basic material for students, so that students are confident and dare to give opinions to solve problems from each material presented. And the results of learning to speak English at MA Hidayatul Mubtadiin. Second, the supporting and inhibiting factors for teachers in implementing learning action strategies at MA Hidayatul Mubtadiin are quite good, good and capable facilities and infrastructure are expected to help English teachers in implementing learning action strategies through lesson plans or RPPs, while the inhibiting factors are: Things that The biggest obstacle in the learning process is students' lack of understanding, plus limited time during the learning process and a lack of understanding of English
DEVELOPING THE MULTIMODAL THROUGH CRITICAL READING SKILLS
No full textThis book focuses on multimodality, preparing learners for modern communication where meaning is created through more than just text. The central idea is to help learners understand and use a combination of different communication modes, like text, images, and graphics, to deliver a single, coherent message.
The module moves beyond traditional reading and writing. Learners will learn to analyze various multimodal materials, such as advertisements and infographics, to see how different elements work together to shape meaning. This process helps them develop critical reading skills.
Grammar and Vocabulary covers this book deepens students’ command of complex grammar structures, such as various tenses, passive and reported speech, modal verbs, phrasal verbs, and idiomatic expressions. It also focuses on expanding academic and professional vocabulary, helping students understand nuance and use words accurately within different contexts.
The course also hones traditional language skills. In reading and writing, students will practice analyzing complex non-fiction texts to identify main arguments and write their own well-structured, evidence-based essays and reports. For speaking and listening, the module encourages interactive communication through group discussions, debates, and presentations, teaching students how to articulate their thoughts clearly and respond to complex arguments.
Ultimately, this module uses interactive and collaborative learning to improve fluency and prepare students for academic environments, turning them into confident and effective communicators in a global context
Epistemic Agency in Multimodal Reading: How Primary Learners Construct Knowledge Across Modes
Full text linkAbstractReading literacy remains a persistent challenge in many English as a Foreign Language (EFL) contexts. However, primary EFL learners frequently encounter difficulties in integrating linguistic, visual, spatial, and gestural modalities. This study investigates how primary learners exercise epistemic agency in multimodal reading and construct knowledge across different modes. Utilizing multimodality theory and epistemic agency, the study implemented an explanatory sequential mixed-methods design involving thirty fifth-grade students from Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. In Phase 1, a one-group pretest–posttest design measured changes in multimodal comprehension using a validated twenty-item instrument. Results showed significant improvement, with mean scores rising from 61.40 (SD = 8.25) to 74.30 (SD = 7.80), t(29) = 8.52, p < 0.001, and Cohen’s d = 1.56, indicating a large effect. In Phase 2, six students representing varied improvement levels were interviewed and engaged in task-based reflections. Thematic analysis identified five dimensions of epistemic agency: taking initiative, decision-making across modes, justification of understanding, reflection and self-regulation, and collaboration and dialogue. The integration of both phases demonstrated that learners' agentive engagement with multimodal resources underpinned comprehension gains, transforming affordances into strategies for meaning-making. These findings affirm that multimodal pedagogy fosters not only measurable comprehension outcomes but also autonomy, critical thinking, and collaborative engagement. The study recommends embedding multimodal literacy into EFL curricula and providing scaffolds that balance cognitive support with opportunities for agency.Keywords: epistemic agency, knowledge construction, literacy pedagogy, multimodal reading, primary school. AbstrakLiterasi membaca tetap menjadi tantangan yang terus-menerus dalam banyak konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Namun, pembelajar EFL tingkat dasar sering menghadapi kesulitan dalam mengintegrasikan modalitas linguistik, visual, spasial, dan gestural. Studi ini menyelidiki bagaimana pembelajar primer menjalankan agensi epistemik dalam membaca multimodal dan membangun pengetahuan di berbagai moda. Dengan memanfaatkan teori multimodalitas dan agensi epistemik, penelitian ini menerapkan desain metode campuran sekuensial eksplanatif yang melibatkan tiga puluh siswa kelas lima dari Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. Pada Fase 1, desain pretes-postes satu kelompok mengukur perubahan dalam pemahaman multimodal menggunakan instrumen dua puluh item yang tervalidasi. Hasil menunjukkan peningkatan yang signifikan, dengan skor rata-rata meningkat dari 61,40 (SD = 8,25) menjadi 74,30 (SD = 7,80), t(29) = 8,52, p < 0,001, dan Cohen's d = 1,56, yang menunjukkan efek yang besar. Pada Fase 2, enam siswa yang mewakili berbagai tingkat peningkatan diwawancarai dan dilibatkan dalam refleksi berbasis tugas. Analisis tematik mengidentifikasi lima dimensi agensi epistemik: mengambil inisiatif, pengambilan keputusan lintas moda, pembenaran pemahaman, refleksi dan pengaturan diri, serta kolaborasi dan dialog. Integrasi kedua fase menunjukkan bahwa keterlibatan agen pembelajar dengan sumber daya multimoda mendukung perolehan pemahaman, mengubah affordance menjadi strategi untuk pembuatan makna. Temuan ini menegaskan bahwa pedagogi multimoda tidak hanya mendorong hasil pemahaman yang terukur tetapi juga otonomi, pemikiran kritis, dan keterlibatan kolaboratif. Studi ini merekomendasikan penanaman literasi multimodal ke dalam kurikulum EFL dan menyediakan perancah yang menyeimbangkan dukungan kognitif dengan peluang untuk agensi.Kata kunci: agensi epistemik, konstruksi pengetahuan, pedagogi literasi, membaca multimodal, sekolah dasar
