Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Austronesian: Journal of Language Science & Literature
Muhammad Isa
English Study Program (D3), State Polytechnic of Madiun, East Java 61312, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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How Ready Are English Instructors for Multimodal Instruction in Vocational Colleges? Muhammad Isa; Elisa Ratih
Austronesian: Journal of Language Science & Literature Vol. 4 No. 3 (2025): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59011/austronesian.4.3.2025.237-253

Abstract

In response to the growing importance of English for Specific Purposes (ESP) in vocational higher education, multimodal teaching strategies have emerged as essential approaches to address diverse learning needs in the 21st century. This study explores the preparedness of English instructors in Indonesian vocational colleges to integrate multimodal strategies into their instructional practices. Using a convergent mixed-method research design, the study collected data from ESP instructors across various majors via a semi-structured online questionnaire. The findings reveal that while most instructors demonstrate a positive disposition toward multimodal teaching and recognize its value in enhancing learner engagement, motivation, and 21st-century skills, significant challenges persist. These include limited access to digital tools, time constraints in lesson preparation, uneven student digital literacy, and difficulty in assessing multimodal outputs. Moreover, despite alignment with the Merdeka Curriculum, some instructors remain uncertain about the curriculum’s articulation of multimodal literacy. The study also highlights a preparedness gap stemming from inadequate training and institutional support. Nevertheless, instructors reported using a range of multimodal techniques, such as interactive media, group discussions, and digital projects, to foster communicative and task-based learning. The results underscore the necessity for structured professional development, institutional investment in digital infrastructure, and context-sensitive pedagogical models to enable sustainable multimodal integration. This research contributes to the growing body of literature on multimodal pedagogy by offering insights into instructors’ perceptions, challenges, and the enabling conditions needed to promote effective multimodal English teaching in vocational education settings.
The Same Voice, Different Scores: An Autoethnography of Mood, Examiners, and Real-Time Performance in IELTS Speaking and Listening Muhammad Isa
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research examines why the IELTS Speaking and Listening scores of a single candidate differed when he took the tests in 2021 and 2025, even though his English proficiency did not change. The author is an English lecturer in Indonesia with bipolar disorder. The research adopts the methodology and stance of autoethnography and is based on six full IELTS exams and one single-skill Listening retake, supplemented by the autobiographical memory of the day the test was taken and the artifacts of the preparation prepared by the author. It reduces to speaking and listening, since the two skills are practiced on the spot and are time-constrained, where immediate focus and impact are most strongly exerted on performance. The results show that speaking and listening were between band 6 and 7.5, and between 6 and 8, and in most instances, just months apart. It is most easily isolated when listening, with no examiner to be taken into account, and with the same skill obtaining 6 at the close of a long testing day and 8 two weeks later when alone. The human element is added through speaking, as the oral interview is co-constructed with an examiner. The author had thought he was rated more severely by non-native examiners, but his self-ratings do not bear this out, which he reads as internalized native-speakerism that turned self-fulfilling on bad-mood days. The research concludes that single-sitting Speaking and Listening bands can indicate the condition and state of a test day as much as ability with implications of test fairness, preparation, and teacher consciousness when candidates have a mood disorder.
Co-Authors Elisa Ratih