Tesis

Exploring multiliteracy pedagogy during online teaching in higher education: a phenomenological study of efl teachers’ experiences and challenges / Dina Handrayani

Abstrak
Multiliteracy pedagogy is one of the effective teaching methods as teachers can create learning opportunities by using multiple meaning-making methods to guide students toward the design of social futures in a diverse and globalized society. Students in the twenty-first century require multiliteracy skills due to digital technological advancements global awareness and exposure to cultural and linguistic diversity. Meanwhile many teachers have been unable to implement multiliteracy pedagogy due to a lack of knowledge and practice. Multiliteracy training is a way of introducing teachers to a new dimension of literacy. Thus this study explores five EFL teachers in higher education with multiliteracy training to highlight their experiences and challenges in applying multiliteracy pedagogy during online teaching. In applying multiliteracy pedagogy there are four components developed by the New London Group (1996) and the knowledge process redeveloped by Cope and Kalantzis (2015) Kalantzis and Cope (2005) that teachers should implement the components in the teaching and learning process. The components are 1) situated practice/experiencing experiencing the known and the new 2) overt instruction/conceptualizing scaffolding and multimodalities 3) critical framing/analyzing reason and evaluation and 4) transformed practice/applying innovation and reconstruction. The teachers rsquo experiences and challenges refer to those components. It is a phenomenological study with a qualitative design where multiliteracy pedagogy becomes the phenomenon that aims to interpret teachers rsquo experiences. Three instruments were utilized for exploring multiliteracy pedagogy during online teaching interviews as the primary data observation using the video teaching recording and students rsquo assignment analysis documents as the secondary or supporting data. The data was analyzed using Moustakas (1994) adopted by Y uuml ksel and Y ld r m (2015). The final result was presented as interpretative and categorized by the research questions based on the components of applying multiliteracy pedagogy. The result shows that Five EFL teachers completed applying multiliteracy pedagogy during online teaching by using different ways 1) in situated practice/experiencing the teachers utilized the strategies of using the familiarity of the topic student exploration of the new knowledge by themselves developing a pleasant learning environment utilizing intriguing topics or current events and group discussion. 2) In overt instruction/conceptualizing most teachers employed teaching methods such as example-based learning genre-based group discussion teacher and student center and task-based learning. In multimedia or multimodalities teachers used most modes (written oral audio visual spatial and gestural) and digital tools (editing video photos LMS and social media). 3) In critical framing/analyzing the teachers attempted to build and create students rsquo critical thinking. In the evaluation dimension most teachers who taught writing courses often evaluated by giving the students feedback rather than the reading course. 4) transformed practice/applying the teachers should facilitate the students to transform their existing knowledge and skills into a student project or assignment with multiliteracy skills. Teachers assigned many assignments to promote students rsquo multiliteracy skills for instance digital mini dictionaries digital comics storytelling and writing based on the genre using digital tools. The teachers also faced challenges when applying multiliteracy pedagogy such as having the awareness to enhance their ICT and multimodalities in the teaching process being imperative to stay up to date for exploring students rsquo critical thinking and worrying about the students understanding that make quite hard to evaluate the students. The teachers can completely solve the challenges by implementing multiliteracy pedagogy during online teaching. This study suggests 1) exploring how to apply multiliteracy pedagogy in many different courses or integrate it into other courses 2) In terms of online or onsite teaching based on the finding in overt instruction in scaffolding dimensions several teachers preferred to choose onsite learning for better instruction. Thus future researchers also can compare multiliteracy pedagogy implementation during online and onsite teaching.

Informasi Detail

DDC

Rt 428.07 HAN m

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xiii, 118 lembar : ilus. ; 30 cm

Bahasa

No Reg

00413/RT/23

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2023

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - PEMBELAJARAN DARING
3. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d;2. Dr. Utari Praba Astuti, M.a.

Lampiran Berkas