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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pengabdian Masyarakat AbdiMas PROJECT (Professional Journal of English Education) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JOLLT Journal of Languages and Language Teaching FOCUS: Journal of Social Studies Community Services and Social Work Bulletin DEVOTE: Jurnal Pengabdian Masyarakat Global Jurnal Pengabdian Pada Masyarakat KANGMAS: Karya Scientific Community Service is a journal
Sadikin, Irma Savitri
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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Digital Multimodal Composing in EFL Grammar Instruction:Exploring Pre-Service Teachers' Experiences and Perspectives Sadikin, Irma Savitri; Apsari, Yanuarti
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14709

Abstract

The growing integration of Digital Multimodal Composing (DMC) in English as a Foreign Language (EFL) instruction has transformed conventional grammar teaching methods by incorporating text, images, sound, and movement. However, limited empirical research explores its application in grammar instruction, particularly from the perspective of pre-service teachers. Guided by Liang and Lim (2020) DMC pedagogical framework, grounded in Systemic Functional Linguistics and Design Thinking, this study examines the implementation of DMC in an Indonesian EFL higher education context. Fifteen pre-service teachers from an English Language Education Program participated in the study. Data were collected using a case study design through classroom observations, semi-structured interviews, and student reflections. Findings indicate that DMC fosters engagement, enhances conceptual understanding, and develops digital literacy skills. High-achieving students demonstrated strong digital fluency, creativity, and analytical skills in integrating multimodal elements into grammar lessons. Conversely, low-achieving students faced challenges with multimodal cohesion, tool navigation, and troubleshooting technical issues. The study highlights the importance of explicit instruction, guided practice, and peer collaboration in supporting students' multimodal literacy development. It emphasizes the need for structured pedagogical scaffolding to effectively integrate DMC into EFL grammar instruction. The findings suggest that while DMC promotes student-centered and multimodal learning, sustained instructional support and curriculum integration are essential for its success.
Exploring Scaffolded Assessment in Research-Based Project Classes: A Qualitative Perspective on Student and Lecturer Experiences Santosa, Imam; Fadli, Muhammad Rijal; Sadikin, Irma Savitri; Iskandar, Ifan; Jonuzi, Vjollca
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15435

Abstract

This study investigates the benefits and challenges of implementing scaffolding strategies in research-based project classes at Esa Unggul University. The participants consisted of 37 undergraduate students enrolled in a research class focused on producing academic research articles. Using a qualitative case study approach, data were collected through semi-structured interviews and analyzed using thematic analysis to explore students' experiences with scaffolding throughout the research project process. The findings revealed that scaffolding enhanced students' critical thinking, time management, academic motivation, and ability to use feedback effectively. Structured support mechanisms—such as critical questioning, phased assignments, and staged feedback—enabled students to engage more deeply with complex research tasks and fostered the development of independent learning skills. However, several challenges emerged, including high cognitive load, unclear scaffolding instructions, difficulty applying feedback, and student overreliance on lecturer   guidance. These results suggest that while scaffolding is a powerful instructional strategy, its effectiveness depends on intentional, flexible, and well-sequenced design that supports both structure and autonomy. This study contributes to instructional design by offering practical insights into how scaffolding can be optimized to meet the diverse needs of learners in higher education research setting.
Co-Authors Ahmad Fuad Aini, Safi Anak Agung Gede Sugianthara Ardhana, Bayu Adi Arinda, Putri Fadli, Muhammad Rijal Fatonah, Khusnul Fuady, Farhan Hardianti Hardianti, Hardianti Ifan Iskandar Imam Santosa Irdanuraprida Idris Irma Damayanti Jonuzi, Vjollca Kartini Kartini Lutfiyah Lutfiyah Lutfiyah Malabay Malabay Martyani, Erista Mujazi, Mujazi Mulyo Wiharto Nurchaerani, Meiyanti Oktaviani, Zafira Fauziah Sabrina, Titania Nur Sari, Yumelda Sophiyanto wuryan Suryani Suryani Ulum, Muhamad Bahrul Yanuarti Apsari