LAPORAN KEMAJUAN PENELITIAN HIBAH BERSAING

LAPORAN KEMAJUAN PENELITIAN HIBAH BERSAING

PENGEMBANGAN MATERI AJAR MULTIMODAL PADA PENGAJARAN GENRE-BASED WRITING DI PERGURUAN TINGGI

Tahun ke 1 dari rencana 2 tahun

Oleh: Dra. Sri Mulatsih, M.Pd. (NIDN. 0603096601) Muhammad Rifqi, S.S., M.Pd. (NIDN. 0624116801) Muslih, M.Kom. (NIDN. 0604057501)

UNIVERSITAS DIAN NUSWANTORO SEMARANG AGUSTUS 2016

HALAMAN PENGESAHAN Judul

Pengembangan Materi Ajar Multimodal pada Pengajaran Genre-Based Writing

PeneHtilPelaksana Nama Lengkap Perguruan Trnggi

Dra. SRI MULATSIH M.Pd. Universitas Dian Nuswantoro

NIDN

0603096601

Jabatan Fungsional

Lektor Kepala Sastra Inggris

Program Studi Nomor HP Alamat swel (e-mail) Anggota (l) Nama Lengkap

08132;5182546 sri.mulatsih@dsn. dinus.

ac.

id

MUHAMMAD RIFQI M.Pd

NIDN Perguruan Trnggi

0624116801 Universitas Dian Nuswantoro

Anggota (2) Nama Lengkap

MUSLIH M.Kom

NIDN

060405750r Universitas Dian Nuswantoro

Perguruan Tinggi

Institusi Mitra (ika ada) Nama Institusi Mitra Alamat Penanggung Jawab Tahun Pelaksanaan

Tahunke I darirencana2 tahun

Biaya Tahun Berjalan Biaya Keseluruhan

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Budaya

LATSTH M.Pd.) 6.11.2000.214

DAFTAR ISI LEMBAR PENGESAHAN .................................................................................... ii DAFTAR ISI ........................................................................................................ iii RINGKASAN ......................................................................................................... v BAB 1: PENDAHULUAN ..................................................................................... 1 1.1. Latar Belakang ........................................................................................... 1 1.2. Urgensi (Keutamaan) Penelitian ................................................................ 2 BAB 2: TINJAUAN PUSTAKA ............................................................................ 4 2.1. Moda dan Multimodalitas............................................................................. 4 2.2. Pengajaran dan Pembelajaran Multimodal ................................................... 5 2.3. Text Multimodal ........................................................................................... 5 2.4. Pengajaran Genre-Based Writing ................................................................. 6 2.5. Peta Jalan (Road Map) Penelitian................................................................. 9 BAB 3: TUJUAN DAN MANFAAT PENELITIAN ........................................... 11 3.1. Tujuan Penelitian ........................................................................................ 11 3.2. Manfaat Penelitian ...................................................................................... 12 BAB 4: METODE PENELITIAN ........................................................................ 13 4.1 Jenis Penelitian ............................................................................................ 13 4.2. Prosedur dan Tahapan Penelitian ............................................................... 13 BAB 5: HASIL DAN LUARAN YANG DICAPAI............................................. 18 5.1. Deskripsi materi ajar yang saat ini digunakan untuk mengajar GenreBased Writing........................................................................................... 18 5.2. Masalah-masalah yang dihadapi oleh dosen dan mahasiswa dalam proses belajar mengajar menggunakan materi ajar monomodal. ........................ 19 5.3. Draft materi ajar multimodal pada pembelajaran Genre-Based Writing.... 20 BAB 6: RENCANA TAHAPAN BERIKUTNYA ............................................... 22 6.1. Pembuatan gambar dan multimedia pada materi ajar multimodal untuk pengajaran Genre-Based Writing. ............................................................ 22 6.2. Tinjauan ahli (expert judgement) dan revisi 2 ......................................... 22 BAB 7: KESIMPULAN DAN SARAN ............................................................... 23

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7.1. Kesimpulan ................................................................................................. 23 7.2. Saran ........................................................................................................... 23 DAFTAR PUSTAKA ........................................................................................... 25 Lampiran 1: Artikel Ilmiah (Seminar Internasional LSCAC UM Malang, 24-25 Mei 2016) ...................................................................................... 26 Lampiran 2: Artikel Ilmiah (Jurnal Internasional: Asian EFL Journal Vol. 94 Agustus 2016) ................................................................................ 34

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Laporan Kemajuan Penelitian Hibah Bersaing

RINGKASAN Menulis teks Bahasa Inggris (Writing) merupakan salah satu keahlian yang paling sulit dipahami oleh mahasiswa. Hal ini disebabkan karena menulis teks Bahasa Inggris tidak hanya menulis kalimat yang baik tetapi juga bagaimana mengorganisasikan ide ke dalam sebuah paragraf. Selain faktor di atas, penyebab mahasiswa mengalami kesulitan dalam menulis juga disebabkan oleh materi ajar yang kurang mendukung keahlian menulis tesebut. Beberapa tahun terakhir ini pengajaran Writing khususnya Genre-Based Writing menggunakan materi ajar yang monomodal. Hal ini menyebabkan kurangnya pemahaman mahasiswa dalam menuls teks Bahasa Inggris yang baik. Penelitian ini bertujuan mengembangkan materi ajar multimodal pada pengajaran Genre-Based Writing. Adapun target penelitian ini adalah: (1) terdiskripsikannya materi ajar yang saat ini digunakan untuk mengajar Genre-Based Writing, (2) teridentifikasinya masalah-masalah yang dihadapi oleh dosen dan mahasiswa dalam proses belajar mengajar menggunakan materi ajar monomodal, (3) teridentifikasinya kebutuhan untuk mengembangkan materi ajar multimoda untuk pengajaran Genre-Based Writing, (4) pengembangan materi ajar multimoda pada pengajaran Genre-Based Writing, (5) terdiskripsikannya penilaian ahli (expert judgement) terhadap materi ajar multimoda pada pengajaran Genre-Based Writing, (6) terujinya

seberapa efektif materi ajar multimodal terhadaap peningkatan keahlian menulis teks Bahasa Inggris mahasiswaa, (7) tersusunnya materi ajar multimodal untuk pengajaran Genre-Based Writing yang telah teruji. Untuk mencapai tujuan tersebut, penelitian ini dilaakukan dengan metode riset dan pengembangan dengan tahapan penelitian sebagai berikut: (1) mendeskripsikan materi ajar yang saat ini digunakan untuk mengajar GenreBased Writing, (2) mengidentifikasi masalah-masalah yang dihadapi oleh dosen dan mahasiswa dalam proses belajar mengajar menggunakan materi ajar monomodal, (3) mengidentifikasi kebutuhan untuk mengembangkan materi ajar multimoda untuk pengajaran Genre-Based Writing, (4) mengembangkan materi ajar multimoda pada pengajaran Genre-Based Writing, (5) mendiskripsikan penilaian ahli (expert judgement) terhadap materi ajar multimoda pada pengajaran Genre-Based Writing, (6) membuktikan seberapa efektif materi ajar multimoda terhadaap

peningkatan keahlian menulis teks Bahasa Inggris mahasiswa.

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PRAKATA Puji syukur saya panjatkan kehadirat Allah SWT atas rahmat yang diberikan kepada saya sehingga saya bisa menyelesaikan penelitian dengan judul ”Pengembangan Materi Ajar Multimodal pada Pengajaran Genre-Based Writing”. Penelitian ini adalah salah satu upaya yang kami lakukan untuk melakukan eksplorasi di bidang pengajaran bahasa Inggris yang khususnya menyangkut cara pengajaran menulis teks bahasa Inggris. Peneliti sangat menyadari bahwa tidak ada metode pengajaran yang efektif untuk segala kondisi kelas. Tugas seorang dosenlah untuk menemukan karakter kelasnya sendiri dengan selalu berusaha untuk menyajikan materi ajar dengan seefektif dan semenarik mungkin baik bagi dosen itu sendiri maupun mahasiswanya. Selama proses persiapan, pelaksanaan dan penulisan laporan penelitian ini tentu saja banyak pihak yang telah mendukung sehingga tidak muncul kendala yang berarti. Untuk itu kami dengan rendah hati menyampaikan terimakasih yang setulus-tulusnya kepada rekan dosen dan pimpinan Fakultas Ilmu Budaya UDINUS yang tiada henti-hentinya memberikan dorongan semangat pada penulis untuk melakukan penelitian. Penulis menyampaikan terimakasih pada lembaga Universitas Dian Nuswantoro atas dukungan yang telah diberikan sehingga penelitian ini bisa terwujud. Penulis berharap semoga penelitian ini bisa memberikan sumbangan pemikiran bagi pengembangan ilmu khususnya metode pengajaran Writing pada khususnya dan bahasa asing pada umumnya. Akhirnya, penulis menyadari bahwa ini hanyalah upaya yang sangat kecil untuk ikut memberikan sumbangsih bagi pengembangan ilmu pengetahuan. Tentu saja banyak kelemahan dan kekurangan yang ada pada penelitian ini. Untuk itu penulis mengharap kritik dan saran yang membangun untuk bisa meningkatkan mutu penelitian di waktu yang akan datang. Semarang, 8 Agustus 2016

Penulis

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BAB 1: PENDAHULUAN 1.1. Latar Belakang Perspektif multimodal pada pengajaran memunculkan beberapa isu pada pedagogi,

literasi,

pembelajaran

dan

penilaian.

Penelitian

multimodal

menunjukkan bahwa bahasa (lisan atau tulis) bukan merupakan moda utama di dalam kelas, khususnya kelas Bahasa Inggris (Kress et al, 2001). Moda-moda yang lain seperti gambar, audio visual, gerakan tubuh dan tatapan dosen juga memberikan kontribusi pada proses belajar mengajar di kelas. Penggunaan berbagai jenis moda yang digunakan di dalam kelas diharapkan akan memberikan kontribusi yang baik pada proses maupun hasil pembelajaran. Moda-moda yang dipakai di dalam kelas diharapkan bisa merubah perilaku mahasiswa di dalam kelas dan juga membantu memahami materi yang diberikan. Moda-moda tersebut juga diharapkan akan meningkatkan kualitas hasil yang dicapai. Di konteks perguruan tinggi, proses belajar-mengajar merupakan suatu proses

yang mengandung serangkaian perbuatan dosen dan mahasiswa atas dasar hubungan timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan tertentu. Interaksi atau hubungan timbal balik antara dosen dan mahasiswa itu merupakan syarat utama bagi berlangsungnya proses belajar-mengajar. Interaksi dalam peristiwa belajar-mengajar mempunyai tujuan yang lebih luas, tidak sekadar hubungan antara doesen dengan mahasiswa, tetapi berupa interaksi edukatif. Dalam hal ini bukan hanya penyampaian pesan berupa materi pelajaran, melainkan penanaman sikap dan nilai pada diri mahasiswa yang sedang belajar. Pengajaran di kelas sebaiknya tidak menggunakan satu moda saja tetapi sebaiknya menggunakan beberapa moda seperti bahasa, gambar, gerakan tubuh (gesture), video, dsb. Masing-masing moda tersebut mempunyai makna yang akan memberikan kontribusi pada proses belajar dan mengajar.

Menulis teks Bahasa Inggris (Writing) merupakan salah satu keahlian yang paling sulit dipahami oleh mahasiswa. Hal ini disebabkan karena menulis teks Bahasa Inggris tidak hanya menulis kalimat yang baik tetapi juga bagaimana 1


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mengorganisasikan ide ke dalam sebuah paragraf. Selain faktor di atas, penyebab mahasiswa mengalami kesulitan dalam menulis juga disebabkan oleh materi ajar yang kurang mendukung keahlian menulis tesebut. Beberapa tahun terakhir ini pengajaran Writing khususnya Genre-Based Writing menggunakan materi ajar yang monomodal. Hal ini menyebabkan kurangnya pemahaman mahasiswa dalam menulis teks Bahasa Inggris yang baik. Berdasarkan uraian tersebut di atas, penelitian ini akan mengembangkan materi ajar multimodal yang digunakan dalam proses belajar mengajar Genre-Based Writing.

1.2. Urgensi (Keutamaan) Penelitian Salah satu keahlian yang diajarkan di kelas Bahasa Inggris adalah menulis (Writing). Menulis tidak hanya sebagai alat komunikasi tetapi juga sebagai alat belajar, berfikir, dan mengorganisasikan ide. Dengan kata lain menulis adalah kegiatan kompleks yang mencakup beberapa tahap penyelesaian tugas komposisi. (Chen, 2002). Maka keahlian ini dianggap sebagai salah satu keahlian yang paling sulit dikuasai oleh pembelajar. Kesulitan ini bukan hanya disebabkan oleh penggunaan kosa kata yang tepat, maupun pengorganisasian kalimat dan paragraf tetapi juga karena pola retorika yang tepat supaya bisa dipahami oleh pembaca ( Richard & Renandya, 2002). Di beberapa tahun terakhir, materi ajar pada pengajaran Writing dilakukan hanya dengan satu mode, yaitu text tertulis. Kondisi ini tidak membuat mahasiwa memiliki multiliterasi karena mereka hanya mampu menulis teks. Saat ini materi ajar pengajaran Writing sebaiknya menggunakan beberapa mode seperti bahasa (lisan, tulis), gambar, video, dsb. Mode-mode ini diharapkan akan meningkatkan kemampuan mahasiswa menulis teks Bahasa Inggris yang baik. Akhir- akhir ini pengajaran Writing dilakukan dengan menggunakan pendekatan genre (Genre-Based Writing). Hyland (2004:3) mengatakan bahwa pengajaran Writing dengan menggunakan pendekatan genre merupakan konsep yang paling penting dan berpengaruah dalam pendidikan bahasa, dan ini merupakan pergeseran paradigma utama dalam studi literasi dan pengajaran.


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Dalam pengajaran Genre-Based Writing, mahasiswa diminta untuk menulis jenis teks (genre) tertentu. Di dalam menulis teks ini mahasiswa tidak menulis teks yang mereka inginkan, tetapi mereka harus memperhatikan tujuan teks, struktur teks, dan juga ciri-ciri kebahasaan teks tersebut karena masing-masing jenis teks memiliki ciri-ciri yang berbeda-beda. Pengajaran Genre-Based Writing ini menggunakan empat langkah yaitu membangun pengetahuan mahasiswa terhadap suatu tekas (Building Knowledge of the Field), memberikan contoh model teks (Modelling), bekerja dalam kelompok untuk membuat sebuah teks (Joint Construction), dan bekerja secara individu untuk menulis teks

(Independent Construction). Masing-masing langkah ini

memiliki kegiatan yang berbeda-beda. Selama ini, materi ajar yang digunakan dalam pengajaran Genre-Based Writing ini masih menggunakan satu moda (monomodal) yaitu bahasa tulis. Hal ini sering membuat mahasiswa kebingungan untuk membedakan jenis teks yang satu dengan jenis teks yang lain. Untuk itu diperlukan materi ajar yang multimodal sehingga mahasiswa akan lebih mudah memahami jenis teks tertentu dan akhirnya dapat menulis teks Bahasa Inggris yang baik dan benar.


BAB 2: TINJAUAN PUSTAKA 2.1. Moda dan Multimodalitas Moda adalah sumber semiotik yang terbentuk secara sosial dan kultural untuk membuat makna. Jenis-jenis moda ini adalah bahasa (lisan, tulis), gambar, music, gerakan tubuh, video. Moda-moda ini biasanya digunakan dalam representasi dan komunikasi (Kress, 2001). Fenomena dan objek-objek merupakan produk kerja sosial yang memiliki makna. Masing-masing moda di atas memiliki makna tergantung dari konteks sosialnya. Pengenalan konsep-konsep moda dan multimodalitas menghasilkan tantangan untuk mempelajari bahasa. Jika semua moda tersebut digunakan untuk membuat makna, muncul pertanyaan apakah makna tersebuat semata-mata hanya merupakan jenis reduplikasi makna yang telah dibuat, misalnya dalam pengucapan dan tulisan. Alasannya mungkin karena makna tersebut merupakan ilustrasi dari moda-moda di atas. Multimodalitas merupakan pendekatan multi disipliner yang memahami komunikasi dan representasi lebih dari sekedar bahasa. Pendekatan ini dikembangkan selama beberapa dekade yang bertujuan untuk menjawab pertanyaan tentang perubahan dalam masyarakat, mialnya hubungan antara media baru dan teknologi. Pendekatan multimodal memberikan konsep-konsep dan metode-metode dan kerangka kerja untuk pengumpulan dan analisis gambar, video, gerakan tubuh, bahasa dan sebaginya. Lauer (2009) menulis bahwa multimodal merupakan istilah yang diambil dari New London Group di tahun 2000 untuk menyatakan bahwa komunikasi tidak hanya terbatas pada satu moda atau sesuatu yang realisasikan melalui satu media.

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5

2.2. Pengajaran dan Pembelajaran Multimodal Pengajaran multimodal adalah pengajaran yang menggunakan berbagai macam moda (suara, gambar, video, tulisan, dll ) dalam sebuah teks. Kami bicara soal mutimodal teks karena memahami teks berarti memahami interaksi semua komponen dalam bentuk yang berbeda-beda. Tantangan bagi para ahli yang bekerja dalam pengajaran bahasa adalah perlunya melakukan penelitian dalam struktur teks multimodal dan cara-cara yang memungkinkan untuk mengadaptasi dan mengintegrasikan teks-teks multimodal ini ke dalam rancangan materi pedagogis. Beberapa

tahun

ini

penggunaan

multimedia

yang

dikaitkan

denganhipermedia telah berhasil diterapkan di beberapa lingkungan e-learning dengan tujuan untuk meningkatkan suasanan ini dan juga untuk meningkat gaya belajar mahasiswa.

2.3. Text Multimodal Teks multimodal didefiniskan sebagai teks yang mengkomunikasikan pesannya menggunakan beberapa moda semiotik atau saluran komunikasi. Contoh dari multimodal teks adalah artikel majalah yang menggunakan kata-kata dan gambar, atau website yang terdiri atas beberapa kata, film yang menggunakan kata-kata, musik, suara dan gambar bergerak. Ketika kita telah mulai menjalankan gagasan ini dengan serius kita akan menyadari bahwa semua jenis komunikasi manusia adalah multimodal. Kita jarang membara, menulis, menerima atau mengirim pesan hanya dengan satu moda. Dalam bahasa lisan, misalnya, katakata biasanya disertai mimik muka, pergerakan tangan dan sebagainya. Modamoda ini merupakan alat komunikasi dan sulit memisahkan kata-kata dengan proses inerpretasi. Pesan email dapat dianggap sebagai teks lisan, tetapi ini diakses melalui beberapa ikon dalam komputer, dibaca dalam konteks website atau layar desktop, dan mungkin terdiri atas representasi ikonik dari pengirimnya.


Sebuah

teks

dapat

dikatakan

6

multimodal

ketika

teks

tersebut

dikombinasikan dengan beberapa sistem semiotik. Ada lima macam sistem semiotik yaitu: 1. Bahasa: terdiri atas kosa kata, struktur teks dan tata bahasa lisan maupun tertulis. 2. Visual: terdiri atas aspek warna, sudut pandang, dan gambar bergerak. 3. Audio: terdiri atas aspek volume, ritme, dan efek suara. 4. Gestural: terdiri atas aspek gerakan, kecepatan, ekspresi wajah, dan bahasa tubuh. 5. Ruang: terdiri atas aspek arah, posisi layout, dan penyusunan objek dalam ruangan.

Contoh teks multimodal adalah: 1. Buku bergambar, dimana elemen tekstual dan visual disusun dalam halaman terpisah yang memberikan kontribusi terhadap keseluruhan halaman. 2. Halaman web, dimana semua elemen seperti efek suara, bahasa lisan, bahasa tulis, musik, dan atau gambar bergerak. 3. Pertunjukan balet, dimana gesture, musik, dan ruang merupakan elemen utama. Teks multimodal dapat disampaikan melalui beberapa media atau teknologi yang berbeda. Mereka bisa berupa pertujukan hidup, kertas, atau elektronik digital.

2.4. Pengajaran Genre-Based Writing Di bidang pengajaran bahasa, Linguistik Sistemik Fungsional (LSF) menjadi salah satu dasar konseptual lahirnya pendekatan mengajar yang disebut Communicative Approach (Richards & Rodgers, 1986: 64). Di kemudian hari, di bawah payung LSF lahir pula Genre-Based Approach, yaitu pendekatan pengajaran bahasa yang tidak saja mementingkan kompetensi komunikatif (communicative competence) tetapi juga kompetensi wacana (discourse competence) yang merupakan inti dari kompetensi sosio-kultural (socio-cultural competence), kompetensi kebahasaan (linguistic competence), kompetensi


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strategis (strategic competence), dan kompetensi aksional atau tindak tutur (actional competence). Pendekatan pengajaran bahasa Inggris berbasis genre telah diperkenalkan di sekolah menengah pertama dan di sekolah menengah atas sejak tahun 2004. Kompetnsi yang diharapkan dari kurikulum berbasis kompentensi mencakup kompetensi akademis dan vokasional, serta kompetensi lintas kurikulum yang merupakan kompetensi social dan personal. Meskipun pendekatan, metode, dan teknik-teknik pengajaran diharapkan fleksibel, perlu ditekankan bahwa dalam implementasinya pengajar diharapkan memperhatikan proses atau tahapantahapan yang dirancang dengan matang sehingga semua kegiatan yang terjadi di dalam kelas mengarah kepada satu tujuan yakni pemerolehan kompetensi wacana atau kemampuan untuk menggunakan bahasa dalam komunikasi dan kompetensi social dan kepribadian. Ini melibatkan proses yang tidak sederhana sehingga kata kunci keberhasilannya terletak pada kematangan perencanaan seluruh prosesproses yang terpadu dan komprehensif. Untuk mencapai kompetensi yang diharapkan dikembangkan berbagai model pembelajaran, yang salah satunya adalah two cycles and four stages for learning English. Dua siklus tersebut adalah continuum pembelajaran bahasa mulai dari bahasa lisan (spoken) ke bahasa tulis (written) dan 4 langkah atau tahapan dalam proses pembelajaran adalah building knowledge of field, modelling of the text, joint construction of the text, dan independent construction of the text. Masing-masing tahapan memberikan kesempatan kepada siswa untuk mendapat pengalaman belajar melalui kegiatan secara individu, berpasangan, maupun secara kelompok. Masing-masing tahapan tersebut dimungkinkan mengintegrasikan kegiatan-kegiatan yang mengarah pada pendidikan kecakapan hidup. Diagram berikut menunjukan 4 tahap pembelajaran bahasa Inggris.


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Diagram: Two Cycles and Four Stages of Learning (NCELTR: 1992)

Empat langkah yang dikembangkan dalam pembelajaran bahasa Inggris, kalau kita cermati betul, adalah langkang-langkah yang normal dan umum serta dapat diberlakukan terhadap semua mata pelajaran jika kita akan membantu siswa menguasai ketrampilan tertentu. Langkah-langkah tersebut dapat memudahkan siswa memahami dan melakukan sesuai dengan kemampuan yang di kehendaki, melalui tahapan pengalaman belajar yang seharusnya dilalui seorang siswa ketika belajar melakukan sesuatu. Untuk mencapai kompetensi yang diharapkan, secara bertahap harus dibangun pemahaman mereka terhadap apa yang akan dipelajari dan hal-hal yang terkait dengan apa yang akan dipelajari (building knowledge of the field); Siswa akan lebih mudah memahami sesuatu jika diperkenalkan dengan hal yang sudah ada atau mirip sebagai model untuk membangun pemahaman mereka tentang sesuatu (modeling); untuk membantu siswa agar cepat menguasai apa yang dipelajari, siswa perlu melakukan berbagai kegiatan berpasangan, kelompok kecil, dan kelompok besar untuk mendapatkan pengalaman belajar baik melalui teman-teman mereka atau dengan gurunya (joint construction of the text),


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dan tahap berikutnya dilakukan penguatan pemahaman dan ketrampilan melalui pengalaman belajar secara individual (independent construction of the text) Model pembelajaran yang dapat dilaksanakan di dalam proses belajar mengajar yang mengitegrasikan pencapaian kecakapan dalam pengetahuan, pembentukan sikap, dan ketrampilan adalah small group discussion, simulation, discovery learning, self-directed learning, cooperative learning, collaborative learning, contextual instruction, project based learning, dan problem based learning. Model pembelajaran ini dapat dimasukan pada masing-masing tahapan tanpa harus merubah kompetensi akademis dan vokasional yang sudah dirancang. Logikanya jika kegiatan pembelajaran ini menjadi kebiasaan dan dilaksanakan secara konsisten dan terus menerus, kompetensi sosial dan kepribadian akan terbentuk secara alami. 2.5. Peta Jalan (Road Map) Penelitian Pada tahun 2010, Penelitian Sri Mulatsih dan Gatri Astri Putri yang berjudul ‘Meningkatkatkan Kemampuan Menulis Teks Bahasa Inggris melalui Teknik Scaffolding’ menunjukkan bahwa teknik scaffolding efektif dalam meningkatkan kemampuan menulis teks bahasa Inggris mahasiswa. Hasil Penelitian ini hanya ditekankan pada kemampuan hardskills mahasiswa yaitu kemampuan menulis teks bahasa Inggris yang benar. Untuk

mencapai

kemampuan

hardskills

dan

softskills

di

dalam

pembelajaran menulis teks bahasa Inggris mahasiswa (Writing), di tahun 2012 dan tahun 2013Sri Mulatsih, Sunardi, dan Muhammad Rifqi melakukan penelitian yang berjudul ‘Pengembangan Model pembelajaran ‘Writing” Berbasis Pendidikan Karakter di Perguruan Tinggi. Hasil penelitian ini diharapkan mahasiswa tidak hanya memiliki kemampuan hardskills yaitun kemampuan menulis teks bahasa Inggris yang baik tetapi juga kemampuan softskills yaitu pengembangan karakter mereka. Pada tahun 2013 dihasilkan model pembelajaran ‘Writing’ berbasis pendidikan karakter yang telah teruji. Di tahun 2015 ini, Sri Mulatsih, Muhammad Rifqi, dan Muslih mengusulkan peneltian yang mengembangkan penelitian tahun-tahun sebelumnya


10

yaitu pengembangan materi ajar multimodal pada pembelajaran Genre-Based Writing di perguruan tinggi. Materi ajar ini diharapkan akan memberi kontribusi pada pembelajaran menulis teks Bahasa Inggris di perguruan Tinggi.

Gambar 1. Diagram Kerangka Ikan (Fishbone) Keterangan: A 2010

: Meningkatkan Kemampuan Menulis Teks Bahasa Inggris

Mahasiswa melalui Teknik Scaffolding. B.2013

: Pengembangan Model Pembelajaran ‘Writing’ Berbasis Karakter di Perguruan Tinggi.

2015 IC

: Pengembangan Materi Ajar Multimodal pada Pengajaran GenreBased Writing di Perguruan Tinggi.

ID

: Rencana pembelajaran ‘Genre-Based Writing

di Perguruan

Tinggi 2016 II E

: Materi Ajar Multimodal pada Pengajaran Genre-Based Writing yang sudah teruji.


BAB 3: TUJUAN DAN MANFAAT PENELITIAN 3.1. Tujuan Penelitian Secara umum penelitian ini bertujuan untuk mengembangkan materi ajar multimodal pada pengajaran Genre-Based Writing. Materi ajar ini nantinya akan digunakan sebagai materi ajar pengajaran Genre-Based Writing di perguruan tinggi di kota Semarang yang mempunyai program sudi Bahasa Inggris. Adapaun tujuan khusus penelitian ini adalah: Tahun Pertama: 1.

Tahap Eksplorasi a. Mendiskripsikan materi ajar yang saat ini digunakan untuk mengajar Genre-Based Writing b. Mengidentifikasi masalah-masalah yang dihadapi oleh dosen dan mahasiswa dalam proses belajar mengajar menggunakan materi ajar monomodal. c. Mengidentifikasi

kebutuhan

untuk

mengembangkan

materi

ajar

multimodal untuk pengajaran Genre-Based Writing. 2.

Tahap Pengembangan a. Mengembangkan materi ajar multimodal pada pengajaran Genre-Based Writing. b. Mendiskripsikan penilaian ahli terhadap materi ajar multimoda pada pengajaran Genre-Based Writing.

Tahun Kedua:

3.

Tahap Uji Lapangan Membuktikan seberapa efektif materi ajar multimoda terhadaap peningkatan keahlian menulis teks Bahasa Inggris mahasiswaa.

4.

Tahap Analisis dan Revisi 2 Melakukan tinjauan ahli terhadap materia ajar multimodal pada pengajaran Genre-Based Writing dengan memperhatikan hasil ujicoba.

11


12

3.2. Manfaat Penelitian Penelitian ini diharapkan akan memberikan manfaat teoretis dan manfaat praktis. 1.

Secara teoretis, penelitian ini memberikan sumbangan bagi perkembangan teori pengajaran Bahasa Inggris.

2.

Secara

praktis,

temuan

penelitian

ini

dapat

dimanfaatkan

untuk

mengembangkan materi ajar multimodal pada pengajaran bahasa Inggris terutama pada pengajaran Genre-Based Writing.


BAB 4: METODE PENELITIAN 4.1 Jenis Penelitian Secara

umum

penelitian

ini

termasuk

dalam

jenis

penelitian

pengembangan, yaitu penelitian yang bertujuan untuk mengembangkan produk pendidikan dan menginformasikan proses pengambilan keputusan selama pengembangan produk dalam rangka meningkatkan produk itu dan kemampuan pengembang dalam menciptakan produk sejenis di masa mendatang (Van der Akker, 1999). Dalam penelitian ini produk yang akan dikembangkan adalah materi ajar multimodal yang akan digunakan dalam pengajaran Genre-Based Writing di perguruan tinggi. Secara khusus, penelitian yang akan dilakukan pada tahun pertama berjenis penelitian kualitatif-deskriptif, dengan menggunakan metode penelitian pengembangan. Sedangkan penelitian pada tahun kedua termasuk jenis penelitian kuantitatif-deskriptif, dengan menggunakan metode experimen murni (trueexperimental method).

4.2. Prosedur dan Tahapan Penelitian Penelitian pengembangan ini akan dijalankan dengan mengikuti prosedur dan tahapan sebagai berikut:

Tahun Pertama 1. Tahap 1 (Investigasi Awal) Pada tahap ini akan dilakukan identifikasi masalah dan kebutuhan terhadap penyusunan materi ajar multimodal pada pengajaran Genre-Based Writing. Kegiatan yang akan dilakukan meliputi: a. Pengamatan terhadap pelaksanaan pembelajaran yang dilakukan dosen di beberapa perguruan tinggi di Semarang semua fakultas dengan cara acak.

13


14

b. Diskusi dengan dosen tentang materi ajar yang digunakan untuk mengajar Genre-Based Writing untuk mendapatkan informasi tentang kendala yang muncul dalam pembelajaran. c. Wawancara dengan beberapa mahasiswa tentang tanggapan dan harapan mereka tentang materi ajar yang mereka gunakan. d. Merumuskan masalah dan kemungkinan solusinya. 2. Tahap 2 (Desain Materi ajar ) Pada tahap ini akan dilakukan diskusi kelompok terbatas (Focus Group Discussion) untuk mendiskusikan hasil investigasi yang selanjutnya akan digunakan untuk merancang materi ajar multimodal pada pengajaran GenreBased Writing. 3. Tahap 3 (Rencana Pembelajaran) Setelah mendapat masukan Pada tahap ini akan disusun rencana pembelajaran mata kuliah Genre-Based Writing untuk dapat menyusun materi ajar multimodal mata kuliah tersebut. 4. Tahap 4 (Tinjauan Ahli) Draf materi ajar dan rencana pembelajaran yang telah dirancang selanjutnya akan dikonsultasikan dengan beberapa ahli (experts) yang menguasai permasalahan pembelajaran multimodal di kelas. Hal ini dilakukan untuk mendapatkan masukan atau evaluasi terhadap materi ajar dan rencana pembelajaran yang telah disusun, untuk menjaga validitas model pembelajaran tersebut. 5. Tahap 5 (Analisis dan Revisi I) Hasil tinjauan dari beberapa ahli akan dijadikan sebagai bahan untuk menganalisis materi ajar dan rencana pembelajaran yang dirancang. Tahap ini akan menghasilkan materi ajar dan rencana pembelajaran yang sudah divalidasi oleh ahli.


15

Tahun Kedua 6. Tahap 6 (Ujicoba Lapangan) Pada tahap ini akan dilakukan penelitian eksperimen untuk menguji efektivitas materi ajar multimodal untuk pengajaran Genre-Based Writing yang telah dihasilkan pada tahap sebelumnya (tahap 5) terhadap peningkatan keahlian menulis teks Bahasa Inggris mahasiswa. Varibale bebasnya adalah materi ajar multimodal, sedangkan variable terikatnya adalah keahlian menulis teks Bahasa Inggris mahasiswa. Variabel keahlian menulis teks Bahasa Inggris akan diukur lewat test yang akan diberikan kepada mahasiswa peserta eksperimen di awal dan akhir tindakan (pretest dan posttest). Penelitian eksperimen ini akan dilakukan dengan menggunakan model Pretest-Posttest Control Group Design dengan satu macam perlakuan (Arikunto, 2003), yang dilakukan pada satu kelompok eksperimen dan satu kelompok pembanding. Model eksperimen dilakukan seperti yang digambarkan pada Gambar 1.

Gambar 4.1. Pretest-Postest Control Group Design E : O1

X

O2

P : O1

X

O2

Keterangan : E

= Kelompok Eksperimen

P = Kelompok Pembanding O1 = Pretest O2 = Posttest

Eksperimen ini untuk menjawab 2 (dua) hipotesis penelitian: 1.

Ho : Penggunaan materi ajar multimodal pada pengajaran Genre-Based Writing tidak meningkatkan keahlian menulis teks Bahasa Inggris mahasiswa.

2.

Ho : Penggunaan materi ajar multimodal pada pengajaran Genre-Based Writing meningkatkan keahlian menulis teks Bahasa Inggris mahasiswa.


16

7. Tahap 7 (Analisis dan Revisi 2) Pada tahap ini akan dilakukan tinjauan ahli terhadap materia ajar multimodal pada pengajaran Genre-Based Writing dengan memperhatikan hasil ujicoba. Selanjutnya apabila terbukti bahwa materi ajar multimodal pada pengajaran Genre-Based Writing dapat meningkatkan keahlian menulis teks Bahasa Inggris mahasiswa dalam proses pembelajaran, maka materi ajar tersebut akan dibakukan untuk dijadikan sebagai materi ajar pengajaran Genre-Based Writing di berbagai perguruan tinggi di Senarang yang mempunyai program studi Bahasa Inggris. Prosedur penelitian dan tahapan kegiatan dapat disajikan pada Gambar 2 berikut ini.


PENELITIAN Judul : Pengembangan Model Pembelajaran ‘Writing’ Berbasis Pendidikan Karakter di Perguruan Tinggi.

17

Sudah dilaksanakan (Tahun 2013)

TAHAP I INVESTIGASI AWAL Analisis masalah dan kebutuhan dalam pembelajaran Genre-Based Writing di Perguruan Tinggi

TAHAP II DESAIN MATERI AJAR Merancang materi ajar multimodal pada pengajaran Genre-Based Writing

TAHAP III

RENCANA PEMBELAJARAN Menyusun rencana pembelajaran Genre-Based Writing

TAHAP IV TINJAUAN AHLI Tinjauan oleh ahli (expert judgement) terhadap materi ajar multimodal pada pengajaran Genre-Based Writing

Akan dilaksanakan Tahun Pertama

TAHAP V ANALISIS DAN REVISI I Menganalisis dan merevisi materi ajar multimodal pengajaran Genre-Based Writing berdasarkan hasil tinjauan ahli

CAPAIAN MATERI AJAR MULTIMODAL Indikator: Terbentuknya materi ajar multimodal pada pengajaran Genre-Based Writing

TAHAP VI UJI COBA LAPANGAN Mengujicobakan materi ajar multimodal pengajaran Genre-Based Writing dalam kegiatan pembelajaran nyata

TAHAP VII ANALISIS DAN REVISI II Menganalisis dan merevisi materi ajar multimodal pengajaran Genre-Based Writing berdasarkan hasil uji coba lapangan

CAPAIAN MATERI AJAR TERUJI Indikator:  Meningkatnya keahlian menulis teks Bahasa Inggris mahasiswa di akhir pembelajaran

Gambar 4.2. Prosedur Penelitian

Akan dilaksanakan Tahun Kedua


BAB 5: HASIL DAN LUARAN YANG DICAPAI 5.1.

Deskripsi materi ajar yang saat ini digunakan untuk mengajar GenreBased Writing. Seperti yang dikatakan pada bab 4, pada tahap ini akan dilakukan

identifikasi masalah dan kebutuhan terhadap penyusunan materi ajar multimodal pada pengajaran Genre-Based Writing. Kegiatan yang kami lakukan meliputi pengamatan dan diskusi dengan dosen tentang materi ajar yang digunakan untuk mengajar Genre-Based Writing untuk mendapatkan informasi tentang kendala yang muncul dalam pembelajaran. Dari hasil pengamatan tentang materi ajar yang dipakai untuk pengajaran Genre-Based Writing di beberapa perguruan tinggi di Semarang, dapat dikatakan bahwa materi ajar yang digunakan masih monomodal. Materi ajar monomodal adalah materi ajar yang masih menggunakan satu moda yaitu teks tertulis. Salah satu materi ajar yang digunakan untuk mengajar Genre-Based Wriiting di beberapa perguruan tinggi di Semarang adalah buku yang berjudul “Exploring How Texts Work” karangan Beverly Derewianka (1990). Buku ini terdiri atas tujuh bab yaitu a functional approach to language, recounts, instructions, narratives, information reports, explanations, dan arguments. Bab 1 berisi tentang gagasan gagasan tentang teori bahasa dan bagaimana menggunakan buku tersebut di dalam kelas, bab dua sampai bab tujuh memiliki format yang sama yaitu menampilkan masing masing genre (jenis teks) dan ciri-ciri kebahasaan masing masing teks. Pengajaran Genre-Based Writing menggunakan empat langkah yaitu building knowledge of the field, modelling, joint construction, and independent construction. Dalam langkah modelling, contoh teks yang diberikan hanya dalam bentuk teks tertulis. Salah satu contoh teks yang diberikan adalah teks naratif. Contoh tersebut dapat dilihat pada figure 5.1 berikut ini.

18


19

Gambar 5.1: Contoh teks naratif (Derewianka, 1990:41)

Gambar 5.1 di atas menunjukkan bahwa materi ajar yang saat ini digunakan hanya menggunakan satu jenis moda yaitu teks tertulis. Teks tersebut berupakan teks naratif. Struktur teks (orientation, complication, dan resolution) dan ciri-ciri kebahasaannya juga ditunjukkan dalam teks di atas. 5.2.

Masalah-masalah yang dihadapi oleh dosen dan mahasiswa dalam proses belajar mengajar menggunakan materi ajar monomodal. Hasil wawancara dengan beberapa dosen dan mahasiswa tentang masalah

dan harapan mereka tentang materi ajar yang mereka gunakan dapat dikatakan sebagai berikut:


20

Beberapa mahasiswa mengatakan bahwa materi ajar Genre-Based Writing yang mereka gunakan oleh dosen saat ini kurang menarik karena hanya berupa teks tertulis saja. Mahasiswa berharap agar materi ajar yang digunakan oleh dosen sebaiknya tidak hanya menarik tetapi juga meningkatkan motivasi mahasiswa untuk belajar menulis teks bahasa Inggris. Beberapa dosen juga mengatakan bahwa mata kuliah Genre-Based Writing merupakan mata kuliah yang kurang disenangi oleh mahasiswa. Banyak mahasiswa yang merasa bosan dengan mata kuliah tersebut. Hal ini mungkin disebabkan oleh materi ajar yang mereka gunakan untuk mengajar Genre-Based Writing tidak menarik dan tidak membuat mahasiswa tertantang untuk menulis yang baik. Mereka berharap akan ada materi ajar Genre-Based Writing yang menggunakan beberapa moda dalam penyajiannya sehingga baik dosen maupun mahasiswa termotivasi untuk menerapkannya dalam proses belajar dan mengajar.

5.3. Draft materi ajar multimodal pada pembelajaran Genre-Based Writing Materi ajar multimodal pada pembelajaran Genre-Based Writing dirancang dalam 6 bab. Bab 1 berisi penjelasan tentang pengajaran menulis teks bahasa inggris berbasis genre dan keuntungan-keuntungannya, bab 2 berisi tentang pengajaran teks deskripsi. Bab 3 berisi tentang pengajaran teks report, bab 4 berisi pengajaran teks recount, bab 5 berisi pengajaran teks prosedur, dan bab 6 berisi pengajaran teks naratif. Masing-masing pengajaran terdiri atas 4 langkah yaitu membangun penegtahuan mahasiswa (Building Knowledge of the Field), memberikan model tentang apa yang akan dipelajari (Modelling), membagi mahasiswa menjadi kelompok-kelompok (Joint Construction), dan penguatan pemahaman dan ketrampilan melalui pengalaman belajar secara individual. (Independent Construction). Pada langkah Building Knowledge of the Field, ada dua bagian yaitu menjelaskan tujun teks (social function) dan ciri-ciri kebahasaan teks tersebut


21

(linguistic features of the text). Dalam langkah modelling, diberikan contoh atau model teks. Ada tiga moda yang diberikan dalam masing-masing teks, yaitu moda teks tertulis, moda gambar dan moda video. Dalam langkah joint construction, ada beberapa hal yang harus dilakukan mahasiswa secara berkelompok, dan dalam langkah independent construction mahasiswa diminta untuk menulis teks secara individu.


BAB 6: RENCANA TAHAPAN BERIKUTNYA

6.1.

Pembuatan gambar dan multimedia pada materi ajar multimodal untuk pengajaran Genre-Based Writing.

6.2.

Tinjauan ahli (expert judgement) dan revisi 2

22


BAB 7: KESIMPULAN DAN SARAN

7.1. Kesimpulan Dari analisis pada bab-bab sebelumnya dapat disimpulkan bahwa: 1.

Materi ajar multimodal pada pembelajaran Genre-Based Writing terdiri atas 6 bab. Bab 1 berisi keuntungan pengajaran menulis teks bahasa Inggris berbasis genre, bab 2 berisi tentang pengajaran teks deskripsi. Bab 3 berisi tentang pengajaran teks report, bab 4 berisi pengajaran teks recount, bab 5 berisi pengajaran teks procedure, dan bab 6 berisi pengajaran teks naratif.

2.

Masing-masing pengajaran terdiri atas 4 langkah yaitu membangun penegtahuan mahasiswa (Building Knowledge of the Field), memberikan model tentang apa yang akan dipelajari (Modelling), membagi mahasiswa menjadi

kelompok-kelompok

(Joint

Construction),

dan

penguatan

pemahaman dan ketrampilan melalui pengalaman belajar secara individual. (Independent Construction). 3.

Buku ajar ini menggunakan tiga moda yaitu moda teks tertulis, gambar dan video. Moda gambar dan video diberikan pada langkah pemberian model (modelling).

4.

Materi ajar multimodal pada pengajaran Genre-Based Writing ini mahasiswa diharapkan tidak hanya mampu menulis berbagai macam teks bahasa Inggris, tetapi memiliki kemampuan yang lain yaitu literasi multimodal (multimodal literacies).

7.2. Saran 1

Karena materi ajar multimodal untuk pengajaran Genre-Based Writing ini sangat penting di dalam meningkatkan hard skills dan literasi multimodal mahasiswa, maka sebaiknya para pendidik di perguruan tinggi menggunakan materi aar ini di dalam proses belajar dan mengajarnya. 23


2

24

Para pimpinan atau pengelola perguruan tinggi sebaiknya mendukung materi ajar ini agar bisa diterapkan di perguruan tingginya.


DAFTAR PUSTAKA Arikunto, Suharsimi. 2003. Manajemen Penelitian. Jakarta: Penerbit Rineka Cipta. Borg, W.R. & Gall, M.D. (2003). Educational Research: An Introduction (7th Edition). New York: Longman Inc. Santyasa, I Wayan. 2009. Metode Penelitian Pengembangan dan Teori Pengembangan Modul. Makalah. Universitas Pendidikan Ganesha. Chen, Y. (2002). The problems of university EFL writing in Taiwan. The Korea TESOL Journal, 5(1), 59-9. Derewianka, Beverly. (1990). Exploring How Texts Work. Australia: Primary English Teaching Association Hyland, Ken. (2004). Genre and Second Language Writing. Michigan: The University of Michigan Press. Kress, G. Carey Jewitt, Jon Ogborn and Charalampos Tsatsarelis (2001). Multimodal Teaching and Learning: The rhetorics of the science Classroom. Continuum. London and New York. Richards, J.C., & Renandya, W.A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

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Lampiran 1: Artikel Ilmiah (Seminar Internasional LSCAC UM Malang, 24-25 Mei 2016)

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27


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The 4th International Conference on Language, Sociaety, and Culture In Asian Contexts (LSCAC 2016)

PROBLEM IDENTIFICATION OF GENRE-BASED TEACHING OF WRITING USING MONOMODAL TEACHING MATERIALS Sri Mulatsih ([email protected]) Muhammad Rifqi ([email protected]) Muslih ([email protected]) Dian Nuswantoro University of Semarang Abstract Teaching materials, in the teaching of writing, is one of the factors that may determine the success of teaching and learning process. A good teaching materials of writing is expected to give good result not only in the process of teaching and learning but also in the quality of the students’ writings. This paper is aimed at identifying the problems occuring in genre-based teaching of writing using monomodal teaching materials. Monomodal teaching materials is the one that only uses single mode that is written texts. This study is a preliminary stage of a research and development aiming at developing the multimodal teaching materials for the teaching of genre-based writing. The techniques used in collecting the data are observation and interview. The observation was done to get some information about the existing teaching materials. The interview was conducted to the lecturers and the students to identify the problems occuring during the teaching and learning process using monomodal teaching materials. The result showed that the existing teaching materials used in genre-based teaaching of writing is the one using singe mode, that is written text. The problems faced during the teaching and learning process using this monomodal materials is that this materials still confused the students in understanding the texts especially in the social function, schematic structures and language features of the texts. Monomodal teaching materials doesn’t stimulate students to learn creatively. This result is expected to give the contribution to the development of the existing teaching materials of the genre-based teaching of writing, that is multimodal teaching materials. Keywords: Genre-based teaching, monomodal teaching materials, research and development, writing.

Background of the Study Teaching writing should be viewed in both cognitive and humanistic perspectives, as Foong (1999) points out. In the cognitive perspective, writing is thought of as a process of forming concepts and forging the new structure of ideas on the basis of certain purpose, audience, and language use (Kirszner & Mandell, 2000). In this sense, writing is considered as the process of writing, involving such activities as pre-writing, drafting, revising, and editing in which the activities are reflective and recursive. In the humanistic view, writing is seen as an expressive mode through which student writers use writing as a means of exploring and discovering meaning by themselves and develop their own voices. In this regard, the students are encouraged to generate their own ideas by writing freely so that they can express their ideas without interruption in which a teacher acts as a facilitator whose task is to promote a supportive learning atmosphere, which provides students opportunities to write about their own ideas and discover their voices rather than acts as a judge whose task is to identify students' errors. In this regard, EFL teachers should not consider writing as a product in which they greatly emphasize grammatical and lexical accuracy in students compositions, but they are required to allow students to focus on their ideas and then encourage the students to work on that accuracy in the revision stage. There are several

1


factors that determine the success of the teaching of writing. One of them is teaching materials. Teaching materials are the resources a teacher uses to deliver instruction. Each teacher requires a range of tools to draw upon in order to assist and support student learning. These materials play a large role in making knowledge accessible to a learner and can encourage a student to engage with knowledge in different ways. Teaching materials include handouts, unit outlines, websites, textbooks, visual aids, lecture recordings and any materials which you provide to your students to help them learn. They may be more usefully considered as learning resources. The quality and the accessibility of these resources are equally important. The quality of learning resources is determined by whether they support students in achieving the expected learning outcomes. The accessibility of the learning resources may include the timeliness and ease of access, as well as the usability for students with special needs. Allwright (1990) argues that teaching materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. O'Neill (1990), in contrast, argues that materials may be suitable for students' needs, even if they are not designed specifically for them, that textbooks make it possible for students to review and prepare their lessons, that textbooks are efficient in terms of time and money, and that textbooks can and should allow for adaptation and improvization. Allwright emphasizes that materials control learning and teaching. O'Neill emphasizes that they help learning and teaching. It is true that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning. Students learn what is presented in the textbook, and the way the textbook presents material is the way students learn it. The educational philosophy of the textbook will influence the class and the learning process. Therefore, in many cases, materials are the center of instruction and one of the most important influences on what goes on in the classroom. In teaching writing, especially in genre-based writing, the students are asked to write texts in certain genre. In this case the students are not only to write texts they want, but they have to consider the texts’ social function, schematic structures, and their lexicogrammatical features. Genre-based teaching of writing is concerned with what learners do when they write. An understanding of the concept allows writing teachers to identify the kinds of text that students will have to write in their target occupational, academic, or social contexts and to organize their courses to meet these needs. Curriculum materials and activities are therefore devised to support learners by drawing on texts and tasks directly related to the skills they need to participate effectively in the world outside the ESL classroom. For writing teachers, genre pedagogies promise very real benefits. The concept of genres enables teachers to look beyond context, composing processes, and textual form to see writing as an attempt to communicate with readers – to better understand the ways that language patterns are used to accomplish coherent, purposeful text. For writing teachers, therefore, genre is a useful concept because it pulls together language, content, and contexts, offering teachers a means of presenting students with explicit and systematic explanation of the ways writing works to communicate. In genre-based teaching of writing, the students 2


study in contexts where English is taught as a second or foreign language and they learn to write for different purposes and in different genres. In this teaching, the materials used for the teaching and learning process only uses single mode. That is written text. This condition may make the students feel confused how to create a good text. They need other modes that will support them in understanding and producing several text types. In other words, the teaching materials should be multimodal. Multimodal materials are the ones that uses more that one modes, that is written text, pictures or videos.

Method Research Design Gall, and Borg (2003: 569) state that “Educational Research and Development (Educational R & D) is an industry-based development model in which the findings of the research are used to design new products and procedures, which then are systematically fieldtested, evaluated, and refined until they meet specified criteria of effectiveness, quality, or similar standard”. The statement shows that educational research and development is a process to develop new products. The researcher used Educational Research and Development (R & D) as type of the research which consists of three phases; they are introduction or exploration phase, model development phase, and model testing or validating phase.

Research Setting This study was conducted at one state university, and three private universities in Semarang city. They are Semarang State Univesity (Unnes), Dian Nuswantoro University (Udinus), Unisbank, and PGRI University (Upgris). The reason of choosing those four univerisities is because those universities use genre-based approach in teaching writing.

Technique of Data Collection This study is a preliminary stage of an educational research and development aiming at developing the multimodal teaching materials for the teaching of genre-based writing. This stage is describing and reviewing the existing teaching materials of genre-based teaching and identifying the problems faced by the lecturers and students using those materials. The techniques used in collecting the data are observation and interview. The observation was done to get some information about the existing teaching materials. The interview was conducted to the lecturers and the students to identify the problems occuring during the teaching and learning process using monomodal teaching materials.

Findings and Discussions This part will discuss two problems, they are the problems faced in teaching writing using monomodal teaching materials, and the proposed model of multimodal teaching materials of Genre-Based Writing.

The problems faced in teaching writing using monomodal teaching materials. The existing teaching materials used to teach genre-based writing in several universities in Semarang are the ones that only use a single mode or it is called monomodal teaching materials. One of them is a book entitled “Exploring How Texts Work” written by Beverly Derewianka (1990). This book consists of seven chapters, they are a functional approach to language, recounts, instructions, narratives, information reports, explanations, 3


and arguments. The first chapter takes a quick look at some of the ideas about languuage theory and classroom practice underlying this book. All the later chapters employ the same format. Each looks at a particular genre and at how knowledge about the genre and its typical language features might be used in the classroom. The teaching of genre-based writing applies four stages, they are building knowledge of the field, modelling, joint construction, and independent construction. In modelling stage, the models of the text given are in the form of written text. One of examples of chapters presented in this book is narratives. Figure 1 (from Derewianka (1990: 41) below shows an example of a typical narrative. Figure 1: Narrative Text

From figure 1, it can be stated that the teaching materials above is monomodal. It means that it only uses one mode of presentation, that is written text. It also shows the text organisation and language features of the text. The text organization is orientation, complication and the resolution. Since the text is given in a single mode, the problems faced during the teaching and learning process using this materials is that it still makes the students confused in understanding the texts especially in the social function, schematic structures and language features of the texts. Monomodal teaching materials is not interesting and doesn’t stimulate students to learn creatively. In our interview, a student said that: 4


The materials used in teaching writing is not interesting. It is only full of text, text and text. It doesn’t motivate our study, and sometimes it makes us sleepy. I hope that the teaching materials for writing is more interesting, and easy to understand because writing for me is the most difficult skill. This quoutation implies that the students need the teaching materials that can stimulate their study and enhance their creativity. The students also need the teaching materials that is interesting so that it doesn’t make them get bored.

The proposed Multimodal teaching materials of Genre-Based Writing The teaching materials of genre-based writing proposed in this study is the one that is multimodal. Multimodal teaching materials is the one that uses more than one mode in its presentation. They are several previous studies that present the benefits of the multimodal materials. They are Jewitt (2005) and Ajayi (2012). In his paper Jewitt (2005) discusses the ‘‘new’’ modal configurations and explore how they impact on students’ text production and reading in English schools. He looked at the changing role of writing on screen, in particular how the visual character of writing and the increasingly dominant role of image unsettle and decentre the predominance of word. Through illustrative examples of ICT applications and students’ interaction with these in school English and science (and games in a home context), he explores how they seem to promote image over writing. More generally, he discusses what all of this means for literacy and how readers of school age interpret multimodal texts. Ajayi (2012), in his study, draws on semiotics to argue that multimodal textbooks encode specific knowledge that offers teachers and learners new possibilities for the design of teaching and learning of English language. Drawing on Halliday‟s theory of systemicfunctional linguistics, this paper examines how two teachers deployed multimodal resources of textbooks for English as a second language (ESL) instruction. Data were collected through classroom observations, field notes, interviews, and textbook analysis. The tentative findings suggest an important exploration of how two teachers deployed multimodal resources of textbooks to support ELL in their classrooms. The two previous studies show that teaching English using multimodal materials has several benefits. It enhaces the students creativity, and also improve the students’ multimodal literacy. This materials really supported the teaching and learning process in the English language classroom. The multimodal materials used in teaching genre-based writing course proposed in this study consists written text, picture, and also audio visual. These multimodal materials is given in four stages of the teaching process. They are BKOF (Building Knowledge of the Field, modelling of text, dependent construction of the text, and independent construction of the text. In the stage of BKOF (Building Knowledge of the Field), the materials used in the teaching process are only in the form of written texts. The students are invited to explore cultural similarities and differences related to the topic or text type, practice grammatical patterns relevant to the topic or text type, and build up and extend vocabulary relevant to the topic or text type.

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In modelling of the text, the materials used are in the form of written text, pictures, and also audio visual. Written texts are used to give a model of a certain genre for example procedure text, or recount. Pictures are used to give the additional materials so that the students may understand the the text well. Audio visual is also used to make the class more interesting by presenting a video showing the shematic structure of the text. For example, in procedure text, the students are given a video that shows how to accomplish something. In joint construction, the students are expected to work in group and present certain text type together with the picture or the audio visual and they should explain to the other students about the social fuction of the text, the schematic structure of the text, and the language features of the text and in the last stage, the independent construction of the text, the students have to write certain multimodal text type. It includes the written text and also the picture or the audio visual. It is expected that this materials may improve the students’ competence in writing texts, and stimulate their creativity.

Conclusions and Suggestion Based on the discussion above, it can be concluded that teaching materials, in the teaching of writing, is one of the factors that may determine the success of teaching and learning process. A good teaching materials of writing is expected to give good result not only in the process of teaching and learning but also in the quality of the students’ writings. The teaching materials for the teaching of genre-based writing used in several universities in Semarang city are the ones that only use one mode, that is written text. This materials create some students confusion since it only uses a written text in its presentation. It doesn’t enhance the students’ creativity. The multimodal materials proposed in this study is not only in the form of written text, but also pictures and audio visual. It is expected that multimodal materials used in this teaching not only enhance the students’ awareness in understanding several text types (genres) but also promote their multimodal literacies such as understanding and creating multimodal texts.

References Ajayi.L. (2012). How Teachers Deploy Multimodal Text Books to Enhance English Language Learning. Tesol Journal. Vol. 6.pp.16-35. San Diego State University, USA. Allwright, R. L. (1990). What do we want teaching materials for? In R. Rossner and R. Bolitho, (Eds.), Currents in language teaching. Oxford University Press. Borg, W.R. & Gall, M.D. (2003). Educational Research: An Introduction (7th Edition). New York: Longman Inc. Derewianka, Beverly. (1990). Exploring How Texts Work. Australia: Primary English Teaching Association. Foong, K.P. (1999). Teaching writing: A look at purposes, writing tasks, and implications. The English Teacher, 28. Retrieved on December 17 , 2014, from http://www.melta.org.my/ ET/1999/main3.html(Foong). Hyland, Ken. (2004). Genre and Second Language Writing. Michigan: The University of Michigan Press. Jewitt. C. Multimodalities. “reading and Writing” for the 21st Century. Discourse Study in the Cultural Education. Vol. 26, No. 3, September 2005.pp. 315-331. Kirszber, L.G., & Mandell, S.R. (2000). Writing first: Practice in context with readings. Boston: Bedford/St. Martin s. O'Neill, R. (1990). Why use textbooks? In R. Rossner and R. Bolitho, (Eds.), Currents in language teaching. Oxford University Press. 6


Lampiran 2: Artikel Ilmiah (Jurnal Internasional: Asian EFL Journal Vol. 94 Agustus 2016)

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The Asian EFL Journal Professional Teaching Articles August 2016 Issue 94

Senior Editors: Paul Robertson and John Adamson

Production Editor: Nahla Bacha

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Published by the English Language Education Publishing

Asian EFL Journal A Division of TESOL Asia Group Part of SITE Ltd Australia http://www.asian-efl-journal.com

©Asian EFL Journal 2016

This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Publisher: Dr. Paul Robertson Chief Editor: Dr. John Adamson Production Editor: Dr. Nahla Bacha ISSN 1738-1460

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Table of Contents 1. Sri Mulatsih ...........................................…………………………………4-22

Multimodal materials in teaching genre-based writing: A way to promote students’ multimodal literacies 2. Huimei Grace Yang…………………………………………………….23-55 Chinese College Students’ Perceptions of Influence of Quality of Life on L2 Achievement

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Multimodal matrials in teaching genre-based writing: A way to promote Students’ multimodal literacies Sri Mulatsih Dian Nuswantoro University, Indonesia Bioprofile: Sri Mulatsih is an English lecturer at the English Department Dian Nuswantoro University, Semarang, Indonesia. She is interested in English Teaching, Systemic Functional Linguistics and Pragmatics. She has presented papers in several conferences such as in RELC International Seminar, and Asian EFL International Conference. In the last few years, she has been involved in multimodal teaching and learning research. Any query about the article should be addressed to Sri Mulatsih at [email protected]

Abstract In the last few years, the teaching of writing has been conducted by using a single mode, that was a written text. This condition did not make the students get multimodal literacies because they were only able to write a text. Nowadays, the teaching of writing should not be conducted through a single mode, but it should use several modes called multimodal teaching. Multimodal teaching raises a number of issues for pedagogy, literacy, learning and assessment. Multimodal research shows that talk is not always the primary mode in the classroom and the same seems to hold true for the English classroom (Kress et al, 2001). A complex of modes, including talk, pictures, visual communication, action, gesture, gaze, posture and movement, contribute to teaching and learning. Multimodal teaching may include multimodal methods and multimodal materials. In this study, the researcher shows how multimodal materials are provided in the teaching of Genre-Based Writing. The subjects of this study are 25 third semester English Department students of Dian Nuswantoro University who take a Genre-Based Writing course. The teaching and learning process is conducted in four stages: building knowledge of the field (BKOF), modelling, joint construction, and independent construction. The multimodal materials given in this course are not

English Department Dian Nuswantoro University, Semarang, Central Java, Indonesia

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only in the form of text, but also pictures and audio visuals. It is expected that multimodal materials used in this teaching will enhance the students’ awareness in understanding several text types (genres) and promote their multimodal literacies. Keywords: genre-based writing, multimodal materials, multimodal literacies, teaching, text.

Introduction Multimodal teaching

contributes to

literacy, learning and assessment.

Multimodal research shows that one mode is not enough to be applied in the classroom, and the same seems to hold true for the English classroom (Kress et al, 2001). A complex of modes, including talk, visual communication, action, gesture, gaze, posture and movement, contribute to teaching and learning. The point is that the affordances of different modes will shape (produce) curriculum entities in specific ways. In other words, the various modes available have different socially shaped (and material) potential

for “carrying information”

(Kress et al, 2001). The multimodal character of the classroom is also central to how students learn. Different modes demand different intellectual work from pupils and this work “fill up” the concepts to be learnt in different ways (Jewitt & Kress, 2002). The range of representational resources made available through visual communication (e.g., spatial relations, colour), for example, enable the expression of kinds of meaning that would be difficult, or perhaps impossible, in language (Jewitt et al, 2000). Multimodality in the classroom also challenges the assumptions about learning (as a linguistic process) and the traditions embedded in educational assessment. The multimodal character of teaching and learning means that each student is involved in making personal sense of the combination of modes as they are organized in the classroom. The task before the student is to know what signs from this multimodal ensemble or their experiences in the classroom, to include and what to exclude from their accounts in order to construct an appropriate response (or text) for assessment. The student is involved in the complex work of processing information starting with the multimodal resources available in the classroom and moving to a more restricted modal

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response in the form of writing. Multimodal teaching can be applied in all skills, such as listening, speaking, reading and writing (Jewitt & Kress, 2002). Writing, one of the skills taught in English classrooms, is fundamental in learning to think and express one’s thoughts in ways that reach others. The ability to use language coherently and powerfully and to write in ways that connect with others across cultural boundaries and within communities is essential to active citizenship and to success in almost any profession. Writing is not only a tool for communication, but it also

serves as a means of learning, thinking, and

organizing knowledge or ideas. In other words, writing is a complex activity involving some stages of composition task completion (Watskins, 2004). Undoubtedly, this skill particularly in an EFL context (i.e., Indonesia) has been considered one of the most difficult skills for learners to master. The difficulty is due not only to the need to generate and organize ideas using the appropriate choices of vocabulary, sentence, and paragraph organization but also to turn such ideas into a readable text along with a particular rhetoric pattern (Richards & Renandya, 2002). Moreover, Indonesian learners often encounter difficulties in transferring ideas from their native language--Indonesian into the target language-English. This case calls for teachers greater attention to help the learners to be successful in the writing skill. Therefore, teaching writing should be viewed in both cognitive and humanistic perspectives as Foong (1999) points out. In the cognitive perspective, writing is thought of as a process of forming concepts and forging the new structure of ideas on the basis of a certain purpose, audience, and language use (Kirszner & Mandell, 2000). In this sense, writing is considered as the process of writing, involving such activities as pre-writing, drafting, revising, and editing in which the activities are reflective and recursive. In the humanistic view, writing is seen as an expressive mode through which student writers use writing as a means of exploring and discovering meaning by themselves and developing their own voices. In this regard, the students are encouraged to generate their own ideas by writing freely so that they can express their ideas without interruption. The teacher acts as a facilitator whose task is to promote a supportive learning atmosphere, which provides students opportunities to write about their own ideas and discover their voices rather than act as a judge whose task is to identify

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students' errors. In this regard, EFL teachers should not consider writing as a product in which they greatly emphasize grammatical and lexical accuracy in students’ compositions, but they are required to allow students to focus on their ideas and then encourage the students to work on that accuracy in the revision stage. There are several approaches that can be applied to teach writing. One of them is the genre-based approach. Today, genre is one of the most important and influential concepts in language education, signifying what Ann Johns in Hyland (2004, p.3) has recently referred to as “a major paradigm shift” in literacy studies and teaching. In teaching Writing, especially in Genre-Based Writing, the students are asked to write texts in certain genres. In this case the students are not only to write texts they want, but they have to consider the texts’ social function, schematic structures, and their lexico-grammatical features. Genre-based teaching of writing is concerned with what learners do when they write. An understanding of the concept allows writing teachers to identify the kinds of text that students will have to write in their target occupational, academic, or social contexts and to organize their courses to meet these needs. Curriculum materials and activities are therefore devised to support learners by drawing on texts and tasks directly related to the skills they need to participate effectively in the world outside the ESL classroom. For writing teachers, genre pedagogies promise very real benefits (Hyland, 2004, p.4). The concept of genres enables teachers to look beyond context, composing processes, and textual form to see writing as an attempt to communicate with readers – to better understand the ways that language patterns are used to accomplish coherent, purposeful texts. Genre is a useful concept because it pulls together language, content, and contexts, offering teachers a means of presenting students with explicit and systematic explanation of the ways writing works to communicate. In genre-based writing teaching, the students study in contexts where English is taught as a second or foreign language, and they learn to write for different purposes and in different genres. In teaching Writing, the teacher should focus not only in one mode, the language used in the classroom for example, but also in other modes such gesture, gaze or movement that support the success of the teaching. All teaching and learning in the classroom should involve a range of modes including speech, writing, gesture, gaze, body-posture,

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movement, and so on- in other words teaching and learning in the classroom are multimodal. These modes are expected to support the teaching and learning process in the classroom and help the students understand the lesson easily.Based on the significance of genre-based learning described above and problem above, this study will develop multimodal materials for the teaching of genre-based teaching. By this model, it is expected that the students will have better skills in writing English texts and also have other multimodal literacies besides writing.

Mode and Multimodality Mode is a socially shaped and culturally given semiotic resource for making meaning. Images, writing, layout, music, gesture, speech, moving image, soundtrack and 3D objects are examples of modes used in representation and communication. Phenomena and objects which are the product of social work have meaning in their cultural environments: furniture, clothing, ‘have’ meaning, due to their social making, the purposes of their making and the regularity of their use in social life. The introduction of the concepts of mode and multimodality produces a challenge to hither to settled notions of language. After all, if all modes are used to make meaning, it poses the question whether some of this meaning are merely a kind of reduplication of meanings already made in, say, speech or writing- maybe for relatively marginal reasons such as ‘illustration’ or for aesthetic reasons such as ‘ornamentation’- or whether they are full of meanings, always quite distinct from other modes. Multimodality is an approach that represents more than one mode (semiotic source). It has been developed over the past decade to systematically address much-debated questions about changes in society; for instance, in relation to new media and technologies. Multimodal approaches have provided concepts, methods and a framework for the collection and analysis of visual, aural, embodied, and spatial aspects of interaction and environments, and the relationships between these. In “Contending with Terms,” Lauer (2009) writes that multimodal was a term coined by the New London Group in 2000 in order to talk about how “communication is not limited to one mode” or “realized through one medium.”

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The transition from composition for a page on a page to the “more fluid medium of a screen” opens up a world of possibility, but also a wealth of new visual and textual (and auditory) design choices. Lauer points to Cynthia Selfe’s use of a simplified definition for multimodal writing that effectively dislodges it from theories of semiotics and puts it in the hands of teachers by simply defining it as anything that moves beyond the alphabetic. Multimodal texts are defined as texts which communicate their message using more than one semiotic mode, or channel of communication. Examples are magazine articles which use words and pictures, or websites which contain audio clips alongside the words, or film which uses words, music, sound effects and moving images. As soon as you start to take this idea seriously, you realize that, in a sense, all human communication is intrinsically multimodal. We rarely read, write, receive or send messages to one other in a single mode. In spoken language, for example, words are often accompanied by facial gestures, hand movements and so on. This paralanguage is communicative, and is hard to separate from words as we engage in the process of interpretation. An email message may be thought of as written text, but it is accessed via a series of visual icons on a computer, is read in the context of a website or desktop screen, and may contain iconic representations of the sender’s mood such as emoticons (or ‘smilies’), or unusual punctuation added by the sender for emphasis. Email communication is often quite ‘speech-like’, too, so can be said to contain elements of spoken language (more on this later).

Multimodality in the Classroom The understanding that effective teaching and learning in the classroom is not accomplished through language alone has been of interest to some educational researchers, even before a dominant focus on multimodality emerged. For example, Lawn (1999) observes that many teachers do not recognize the impact of the classroom, as the material environment, on teaching. Englund (1997, p. 277) also enjoins that the teacher possesses different possibilities in the construction of a lesson experience for the students and these potentials are “concretized in different ways in different classrooms”. Classroom arrangements and display have also been considered as providing pedagogic resources, serving to transmit the

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pedagogic practices and “fundamental regulatory principles” that govern a school (Daniels, 2001: 169). Kress et al. (2005, p. 18) conclude that “subjects, actualized in particular classrooms, can be inflected in radically different ways, from patriarchal to democratic”. This is consistent to Seaborne & Lowe’s (1977) earlier argument that a building literally ‘makes’ a teaching method. Despite this, research into pedagogic discourse and interaction between teacher and students has traditionally tended to focus on an analysis of classroom language alone (see, for example, Sinclair & Coulthard, 1975; Mercer, 2000 and Walsh, 2006; 2011). More often than not, the emphasis has been on verbal exchanges, while downplaying or neglecting the meanings made in the teacher's use of gesture, positioning and movement in the classroom. As discussed earlier, the concentration on just the linguistic aspect of classroom interaction, however, fails to account for the combination of semiotic resources that together, rather than separately, construct the teaching and learning experience. Kress (2003, p. 35) explains that “language alone cannot give us access to the meanings of the multimodally constituted messages; language and literacy now have to be seen as partial bearers of meaning only”. In fact, Kress et al. (2005) demonstrate that even in an English classroom, language may not always be the dominant semiotic resource. In a similar vein, Bourne and Jewitt (2003) investigate the ways in which the interpretation of a literary text is mediated and (re)construed through social interactions. Their work suggests how multimodal analysis of pedagogic discourse contributes to a more complete understanding of the teaching and learning in the classroom. Flewitt (2006, p. 46) also argues that “language is only one tool in a range of human semiosis, and that individuals’ choices of semiotic modes are motivated by a complex web of interconnecting personal, institutional and social factors”. In light of this, O’Halloran (2007b, p. 79) explains, “the study of linguistic discourse alone has theoretical limitations which have the potential to simplify and distort the actual nature of pedagogical practice”. Hence, the focus of educational research can benefit from moving beyond an emphasis on language to examine the other meaning making resources as well. This presents deeper and broader insights on how the classroom experience is constructed for students.

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Multimodal Teaching and Learning Multimodal teaching is instruction

that uses the combination of various

communicative modes (sound, images such as graphs or pictures, video, written text, transcribed speech) within a text. We talk of multimodal text because understanding that text implies understanding the interaction among all its components in the different formats. The challenge for linguists working in the field of language teaching is the need to conduct theoretical research on both the multimodal text structure and on the possible ways to adapt and integrate these multimodal texts into the design of pedagogical material. In recent years, the use of multimedia in conjunction with hypermedia have been successfully applied to many e-learning environments in order to both enhance these environments and to cater to a wider variety of student learning styles (Birch & Gardiner, 2005; Sankey & St Hill, 2009; Sprague & Dahl 2009). Neuroscience research has also revealed that, significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning (Fadel, 2008, p. 12). In other words, students may feel more comfortable and perform better when learning in environments that cater for their predominant learning style (Cronin, 2009, Omrod, 2008). This is known as the “meshing hypothesis” (Pashler et al. 2008, p. 109). It has also been seen that presenting material in a variety of modes may also encourage students to develop a more versatile approach to their learning (Hazari, 2004)

Multimodal Text Multimodal texts are defined as texts which communicate their message using more than one semiotic mode, or channel of communication. Examples are magazine articles which use words and pictures, or websites which contain audio clips alongside the words, or film which uses words, music, sound effects and moving images. As soon as we start to take this idea seriously, you realize that, in a sense, all human communication is intrinsically multimodal. We rarely read, write, receive or send messages to one other in a single mode. In spoken language, for example, words are often accompanied by facial gestures, hand movements and so on. This paralanguage is communicative, and is hard to separate from words as we engage in the process of interpretation. An email message may be

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thought of as written text, but it is accessed via a series of visual icons on a computer, is read in the context of a website or desktop screen, and may contain iconic representations of the sender’s mood such as emoticons (or ‘smilies’), or unusual punctuation added by the sender for emphasis. Email communication is often quite ‘speech-like’, too, so can be said to contain elements of spoken language (more on this later). A text may be defined as multimodal when it combines two or more semiotic systems. There are five semiotic systems in total: a.

Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language

b.

Visual: comprising aspects such as color, vectors and viewpoint in still and moving images

c.

Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects

d.

Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language

e.

Spatial: comprising aspects such as proximity, direction, position of layout and organization of objects in space.

Examples of multimodal texts are: a.

a picture book, in which the textual and visual elements are arranged on individual pages that contribute to an overall set of bound pages

b.

a webpage, in which elements such as sound effects, oral language, written language, music and still or moving images are combined

c.

a live ballet performance, in which gesture, music, and space are the main elements. Multimodal texts can be delivered via different media or technologies. They

may be live, paper, or digital electronic. Texts provide the means for communicating and form an important part of study in an English reading program. It is important to understand how the characteristics of texts impact on reading comprehension, in particular the similarities and differences between traditional print-based and multimodal texts. Shared characteristics may include an understanding of: the author’s intent, the social purpose of a text or genre, how it is structured, whether it adheres to that

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structure, how well it is written, the subject matter, vocabulary, language choices, the reading level, and other surface features (Pardo, 2002). However, Anstey (2002) proposed that there are key differences with multimodal texts. For example, there may be a blurring of genres as multimodal texts become more hybrid and intertextual in nature, with the notion of text continuing to change as technology and society changes.

Genre-Based Writing Teaching Genre is one of the most important and influential concepts in language education, signifying what Ann Johns in Hyland (2004, p.3) has recently referred to as “a major paradigm shift” in literacy studies and teaching. Genre-based writing teaching is concerned with what learners do when they write. An understanding of the concept allows writing teachers to identify the kinds of text that students will have to write in their target occupational, academic, or social contexts and to organize their courses to meet these needs. Curriculum materials and activities are therefore devised to support learners by drawing on texts and tasks directly related to the skills they need to participate effectively in the world outside the ESL classroom. In genre-based writing teaching, the students study in contexts where English is taught as a second or foreign language and they learn to write for different purposes and in different genres. In teaching writing, especially in Genre-Based Writing, the students are asked to write texts in certain genres. In this case, the students are not only to write texts they want, but they have to consider the texts’ social function, schematic structures, and their linguistic features. In genre-based writing teaching, the teaching-learning cycle is based on the assumption that in order to write effectively, students first need to have an extensive understanding of and familiarity with the topic they are writing about. They also need models of the genre they are learning to write, in order to have a clear idea of what it is that they are working towards. They need some support and guidance in learning how to organize what they know about the topic into an appropriate written text. They need opportunities to apply what they have learned about writing the text, as they ‘go it alone’ and write independently (Hammond, 1992, p.21)

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There are four stages in genre-based writing teaching (Hyland, 2004, p.128) as follows: 1. Building Knowledge of the Field (BKOF) This stage is the point at which overall knowledge of the cultural and social context of the topic is built and developed. It is important for all learners to have an understanding of the topic before being expected to write about. Classroom tasks and activities at this stage enable learners to: a. Explore cultural similarities and differences related to the topic or text type. b. Practice grammatical patterns relevant to the topic or text type. c. Build up and extend vocabulary relevant to the topic or text type.

2. Modeling of Text This stage involves introducing the learners to a model of the genre they will be writing. In this stage, there is explicit focus on analyzing the genre through a model text related to the course topic. This stage involves preparing the learners for writing by: a. Focusing on genre b. Discussing the social function/purpose of the genre c. Discussing the schematic structure of the genre d. Discussing the grammatical features of the genre.

3. Joint Construction of Text At this stage, the aim is for the teachers to work with the learners to construct a similar text. The teacher first needs to access the extent of the learners’ knowledge and understanding of the field. Further work may need to be done before the actual construction of the texts begin. For example: gathering relevant information, researching the topic through additional reading. The emphasis at this stage is on the teacher providing guidance and support in order to convert and reshape language from spoken to the written mode. 4. Independent Construction of Text Before moving on to this stage, the teacher needs to assess if the learners are ready to construct the text independently. Independent construction occurs only after group or pair construction has shown that the learners have gained control of the field and the mode. Classroom tasks and activities at this stage enable

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learners to: incorporate knowledge of schematic structure and grammatical features into their own writing, produce written texts that approximate control of the genre, read other examples of the genre in contexts outside the classroom, feels confident about writing the genre in contexts outside the classroom.

Multimodal Materials in Genre-Based Teaching of Writing There are several multimodal materials used in teaching Genre-Based Writing course. They are written text, picture, and also audio visual. These multimodal materials are given in four stages of the teaching process. They are BKOF (Building Knowledge of the Field, modelling of text, dependent construction of the text, and independent construction of the text. In the stage of BKOF (Building Knowledge of the Field), the materials used in the teaching process are only in the form of written texts. The students are invited to explore cultural similarities and differences related to the topic or text type, practice grammatical patterns relevant to the topic or text type, and build up and extend vocabulary relevant to the topic or text type. In modelling of the text, the materials used are in the form of written text, pictures, and also audio visual. Written texts are used to give a model of a certain genre for example procedure text, or recount. Pictures are used to give the additional materials so that the students may understand the text well. Audio visual is also used to make the class more interesting by presenting a video showing the schematic structure of the text. For example, in procedure text, the students are given a video that shows how to accomplish something. In dependent construction, the students are expected to work in groups and present certain text types together with the picture or the audio visual, and they should explain to the other students about the social function of the text, the schematic structure of the text, and the language features of the text. In the last stage, the independent construction of the text, the students have to write certain multimodal text type. It includes the written text and also the picture or the audio visual.

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Multimodal Literacies Multimodal literacy refers to meaning-making that occurs through the reading, viewing, and understanding, responding to and producing and interacting with multimedia and digital texts. It may include oral and gestural modes of talking, listening and dramatizing as well as writing, designing and producing such texts. The processing of modes, such as image, words, sound and movement within texts can occur simultaneously and is often cohesive and synchronous. Sometimes specific modes may dominate. For example, when processing screen-based texts the visual mode may dominate whereas the mode of sound may be dominant in podcasts. There are two significant themes emerging from current research into multimodal literacy and these considerations have implications for classroom practice. The first theme is the effect of the technological changes that are inherent in reading, writing and producing ‘on screen’ compared with reading and writing print-based texts. The second theme is related to the changes that are occurring in the social practices of literacy which have changed and expanded exponentially with the development of Web 2.0 technology. Unsworth (2002) and Walsh (2006) discuss the changed nature of literacy within new communicative contexts and explore the differences in pedagogy needed for ‘multimodal literacy’ combined with traditional literacy practices. The term ‘multimodal literacy’ was first proposed by Jewitt and Kress (2003) in their eponymous edited volume to represent the understanding and competency in the diverse modes through which meanings are made. Jewitt and Kress (2003) argue that information and knowledge are constructed in multimodal texts and discourses which require a multimodal literacy to fully access their meanings. Based on Kress and Jewitt’s work, it appears that the notion of multimodal literacy has two dimensions. The first dimension is with respect to the prevalence of multimodal texts, specifically though multimedia texts afforded by the digital media, hence stressing the need for a literacy to produce and access information. The second dimension concerns the recognition that the experience of teaching and learning is intrinsically multisemiotic and multimodal.

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Hence, there is a need to understand how the lesson experience is constructed through the teacher’s use of a repertoire of semiotic resources as embodied in his/her pedagogy. Appreciating the functional affordances and constraints of these semiotic resources and modalities as well as how they are codeployed in the orchestration of the lesson can provide understandings which may lead to more effective teaching and learning in the classroom.

Conclusion Multimodal texts are defined as texts which communicate their message using more than one semiotic mode, or channel of communication. Examples are magazine articles which use words and pictures, or websites which contain audio clips alongside the words, or film which uses words, music, sound effects and moving images. As soon as we start to take this idea seriously, we realize that, in a sense, all human communication is intrinsically multimodal. A multimodal teaching raises a number of issues for pedagogy, literacy, learning and assessment. Multimodal research shows that talk is not always the primary mode in the classroom and the same seems to hold true for the English classroom (Kress et al, 2001). A complex of modes including talk, picture, visual communication, action, gesture, gaze, posture and movement contribute to teaching and learning. Multimodal teaching may include multimodal method and multimodal materials. The multimodal materials given in this course are not only in the form of text, but also pictures and audio visual. It is expected that multimodal materials used in this teaching not only enhance the students’ awareness in understanding several text types (genres) but also promote their multimodal literacies, such as understanding and creating multimodal texts.

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