THE IMPACT OF MULTIMODAL LEARNING ON VOCABULARY ACQUISITION AMONG EIGHTH-GRADE STUDENTS
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Abstract
The multimodality method represents an effective approach for students seeking to enhance their vocabulary. The eighth-grade students from Al-Ikhlash Addary DDI Takkalasi Barru exhibited deficiencies in vocabulary, prompting this research to investigate the impact of employing visual and auditory multimodality techniques to enhance their vocabulary proficiency. A quasi-experimental research method was employed to collect the data, which was subsequently analyzed using the statistical software package SPSS. The pre-test results indicate that 6 participants (20%) demonstrated proficiency, while 7 participants (23%) exhibited a satisfactory level of understanding. Following the implementation of the treatment, the results of the post-test indicate that 8 participants (27%) demonstrated an excellent level of proficiency, 10 (33%) exhibited a very good level of proficiency, and 12 (40%) demonstrated a good level of proficiency. The results demonstrate that the mean pre-test score is 63.13, while the mean post-test score is 89.43. The findings of this research demonstrate that the utilisation of multimodal methods within the classroom environment facilitates enhance vocabulary development among students.
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References
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Amirzai, G. A. (2021). Assessing the Effects of Teaching Vocabulary in Developing Receptive Skills: A Review Article. JWEEP, 3(3), 15–21. https://doi.org/10.32996/jweep
Condelli, larry, Cook, H. G., Fedele-McLeod, M., Movit, M., Roy, J., Segota, J., Snyder, S., Fenner, D. S., & Vinogradov, P. E. (2016). English Language Proficiency Standards for Adult Education. www.air.org
Faishol, R., Mashuri, I., Ramiati, E., Warsah, I., & Laili, N. H. (2021). Pendampingan Belajar Siswa melalui Pembelajaran Multimodal untuk Meningkatkan Kemampuan Siswa di Masa Pandemi Covid-19. Manhaj, 10(1), 59–70.
Fitriawan, M. D., Budiman, A. M., & Rofian. (2021). Analisis Kesulitan Siswa dalam Mempelajari Bahasa Inggris di SDN 1 Boja Kabupaten Kendal. ARYA SATYA, 1(1), 95–102.
Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. https://digitalcommons.unl.edu/podimproveacad
Ilmi, K. A., & Dewi, D. N. (2022). The Integration of Multimodality in EFL Classes: Students’ Perception. Jo-ELT, 9(2), 150–159. https://doi.org/10.33394/jo-elt.v9i2.6343
Lee, Y. J. (2019). Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners’ achievements and perceptions of the learning process. Australian Journal of Applied Linguistics, 2(1), 17–31. https://doi.org/10.29140/ajal.v2n1.118
Mappiasse, S. S., & Sihes, A. J. (2014). Evaluation of English as a Foreign Language and Its Curriculum in Indonesia: A Review. English Language Teaching, 7(10), 113–122. https://doi.org/10.5539/elt.v7n10p113
Marantika, P. D., Suwastini, N. K. A., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal Teaching in EFL Context: A Literature Review. Edu-Ling, 4(2), 140–151. https://eric.ed.gov/
Mustafa, A., Arbab, A. N., & El Sayed, A. A. (2022). Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman. Arab World English Journal, 13(3), 41–53. https://doi.org/10.24093/awej/vol13no3.3
Nasyirah, U. (2018). The Use of Literature as a Context for Teaching Active Vocabulary at the Second Grade of SMAN 9 Bulukumba. Alauddin State Islamic University of Makassar.
Nurtasha, P., & Triyani, G. (2021). A Study of Indonesian Millenial Students’ Learning Style in English Language Learning. UICELL, 152–161.
Othman, N., & Amiruddin, M. H. (2010). Different perspectives of learning styles from VARK model. Procedia - Social and Behavioral Sciences, 7, 652–660. https://doi.org/10.1016/j.sbspro.2010.10.088
Pan, X., & Zhang, Z. (2020). An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School. International Journal of Emerging Technologies in Learning, 15(2), 98–111. https://doi.org/10.3991/ijet.v15i02.11267
Rakhmyta, Y. A., & Maharani, A. (2022). English Learning Difficulties at SMPN 23 Takengon during the Pandemic. Mahakarya, 3(2), 7–14.
Salamanti, E., Park, D., Ali, N., & Brown, S. (2023). The Efficacy of Collaborative and Multimodal Learning Strategies in Enhancing English Language Proficiency Among ESL/EFL Learners: A Quantitative Analysis. Research Studies in English Language Teaching and Learning, 1(2), 78–89. https://doi.org/10.62583/rseltl.v1i2.11
Santillan, J. P., & Daenos, R. G. (2020). Vocabulary Knowledge and Learning Strategies of Senior High School Students. Universal Journal of Educational Research, 8(6), 2474–2482. https://doi.org/10.13189/ujer.2020.080631
Sari, R., Danial, M., & Yasim, S. (2021). An Analysis of Students’ Speaking Ability of The Second Grade MAN 1 POLMAN; An Overview of Covid-19 Adapted Learning. J-HEST, 4(1), 22–28. https://www.j-hest.web.id/index.php
Sayed, W. S., Noeman, A. M., Abdellatif, A., Abdelrazek, M., Badawy, M. G., Hamed, A., & El-Tantawy, S. (2023). AI-based adaptive personalized content presentation and exercises navigation for an effective and engaging E-learning platform. Multimedia Tools and Applications, 82(3), 3303–3333. https://doi.org/10.1007/s11042-022-13076-8
Wang, Y., & Wen, X. (2023). Nativeness Versus Intelligibility as Goal of English Pronunciation Teaching in China: Changing Attitudes in National Syllabi and Curriculum Standards. Asian-Pacific Journal of Second and Foreign Language Education, 8(17), 1–26. https://doi.org/10.1186/s40862-023-00189-2
Yuniasari, T., Dewi, N. A., Darmawangsa, D., & Sunendar, D. (2023). Penerapan Pendekatan Pembelajaran Multimodal untuk Keterampilan Membaca Pemahaman Bahasa Asing: Sebuah Tinjauan Pustaka. JJUPE, 8(2), 620–636.
Zahrani, S., & Chaudhary, A. (2022). Vocabulary Learning Strategies in ESP Context: Knowledge and Implication. Arab World English Journal, 13(1), 382–393. https://doi.org/10.24093/awej/vol13no1.25