Child Education Journal (Nov 2023)
Exploring Teachers’ Perceptions of Integrating Multimodal Literacy into English Classrooms in Indonesian Primary Education
Abstract
Multimodal literacy is seen as an integral part of 21st century learning since children are growing with various modes of communication in their daily life. Despite its significance emphasized in the national curriculum, the study about multimodal literacy in English classrooms in Indonesia is still limited. This study aimed to expose the incorporation of multimodal literacy into English classrooms from the perspective of elementary and middle schools’ English teachers across Indonesia. This research was conducted through an online questionnaire distributed through WhatsApp. There were sixty-one English teachers from different regions in Indonesia who volunteered to participate. A descriptive qualitative approach was used to analyze the data to understand teachers’ perspectives and challenges of integrating multimodal literacy in English classrooms. The study revealed that the majority of participants had the awareness of multimodal literacy in the digital era. Moreover, they held positive attitudes towards the integration of multimodal literacy in English classrooms even though there were limitations, such as the lack of school facilities, teachers’ understanding in effective strategies and teachers’ skills in using technologies. The teachers also realized that multimodal literacy has been highlighted in the national curriculum, yet they have not fully understood the concept of multimodal literacy. This study contributes to the understanding of multimodal literacy in English classrooms, that despite the positive attitudes and opportunities to integrate multimodal literacy in English classrooms, there is still a wide area for improvement. Thus, teachers’ professional development should promote effective strategies to include multimodal literacy in English language classrooms in response to the curriculum reform.
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