Multimodal Literacy in Learning English at Senior High School: Students' Perspective

Abstract

Abstract

This study found that grade XI students at SMAN 1 Kepahiang were highly rated for their motivation, activity, and English competence. The study was carried out at SMAN 1 Kepahiang with 30 students in the eleventh grade as the subject   of the   study.  The purpose of this study is to investigate how students perceive the use of multimodal literacy by combining quantitative and qualitative approaches. Both quantitative (using a questionnaire) and qualitative (using an interview) methodologies were used to analyses the data.  The findings demonstrated that students could improve and motivating themselves as well as having favorable impressions of adopting multimodal literacy in their English language learning at school. The findings of the interviews, which demonstrated that more students supported utilizing multimodal literacy for learning, supported the conclusions drawn from the interviews.  Thus, it may be claimed that students' perspectives of multimodal literacy are favorable and enjoyable. Students also think that multimodal literacy is more advantageous while learning English, especially when it comes to increasing English activity, motivation, and proficiency throughout the learning process.  It is suggested that future studies use a bigger sample size and a longer time.

Keywords: Learning English, Multimodal Literacy, Students' Perspective.