Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices
Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang
2020-10-01
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| Series: | Vision: Journal for Language and Foreign Language Learning |
| Subjects: | |
| Online Access: | https://journal.walisongo.ac.id/index.php/vision/article/view/5406 |
| _version_ | 1811249416205500416 |
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| author | Fuad Abdullah Soni Tantan Tandiana Yuyus Saputra |
| author_facet | Fuad Abdullah Soni Tantan Tandiana Yuyus Saputra |
| author_sort | Fuad Abdullah |
| collection | DOAJ |
| description | Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning. |
| first_indexed | 2024-04-12T15:46:08Z |
| format | Article |
| id | doaj.art-19b4951f5bc94ddcb673d591c5465e89 |
| institution | Directory Open Access Journal |
| issn | 2252-8385 2541-4399 |
| language | English |
| last_indexed | 2024-04-12T15:46:08Z |
| publishDate | 2020-10-01 |
| publisher | English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang |
| record_format | Article |
| series | Vision: Journal for Language and Foreign Language Learning |
| spelling | doaj.art-19b4951f5bc94ddcb673d591c5465e892022-12-22T03:26:38ZengEnglish Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo SemarangVision: Journal for Language and Foreign Language Learning2252-83852541-43992020-10-019210111410.21580/vjv9i254062455Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ VoicesFuad Abdullah0Soni Tantan Tandiana1Yuyus Saputra2Siliwangi UniversitySiliwangi UniversitySiliwangi UniversityRecently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.https://journal.walisongo.ac.id/index.php/vision/article/view/5406genre-based multimodal texts analysis (gbmta)higher educationlearning multimodalitystudents’ perceptions |
| spellingShingle | Fuad Abdullah Soni Tantan Tandiana Yuyus Saputra Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices Vision: Journal for Language and Foreign Language Learning genre-based multimodal texts analysis (gbmta) higher education learning multimodality students’ perceptions |
| title | Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices |
| title_full | Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices |
| title_fullStr | Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices |
| title_full_unstemmed | Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices |
| title_short | Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices |
| title_sort | learning multimodality through genre based multimodal texts analysis listening to students voices |
| topic | genre-based multimodal texts analysis (gbmta) higher education learning multimodality students’ perceptions |
| url | https://journal.walisongo.ac.id/index.php/vision/article/view/5406 |
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