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All Journal Journal of Education and Learning (EduLearn) Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Celtic Erudio: Journal of Educational Innovation VIVID Journal of Language and Literature English Review: Journal of English Education JEES (Journal of English Educators Society) LET: Linguistics, Literature and English Teaching Journal Biolearning Journal Journal of Community Service and Empowerment Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Research and Development in Education (RaDEn) Journal of Artificial Intelligence and Digital Business Multidisciplinary Indonesian Center Journal
Rina Wahyu Setyaningrum
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Trend of Multimodal Use in School Learning from The Past to The Future : A Systematic Literature Review Ekowati, Dyah Worowirastri; Husamah, Husamah; Setyaningrum, Rina Wahyu; Sumarsono, Puji
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12669

Abstract

This study aims to investigate the trends of multimodal use in school learning from the past to the future as an important reflection for education practitioners. This research used SLR method with 19 articles that met the criteria for analysis after inclusion and exclusion process used PRISMA. The result showed that a total of 19 articles conducted research using the most dominant approach, namely a qualitative approach of 73.68% followed by a mixed and quantitative approach. The main keywords that often appear using the VOSviewer application are multimodality, learning, school, and literacy. Related keywords that do not have a direct relationship with multimodality are digital media, media literacy, school, creativity, and cyberspace. This is an opportunity for future research. Regarding the country of origin of the authors, the most are from Australia, namely five articles. The results of the analysis using VOSviewer on the 19 articles showed that Neil Mercer had the most publications cited by other articles. The analysis of the 19 articles illustrates that the most frequent contribution is the development of learning materials, both virtual and non-virtual, using various media, ranging from manual to smartphones. The results of this study provide valuable insights and implications for current and future education policies, particularly in guiding the integration of multimodal learning approaches in schools. These findings offer a foundation for researchers and policymakers to explore and develop strategies aligned with diverse educational objectives and backgrounds..
A Narrative Inquiry of College Students’ Gestures in Performing Public Speaking in ESP Class Mulyadi, Cecylia Santi; Setyaningrum, Rina Wahyu
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.5783

Abstract

This research aims to explore how college students use gestures while performing public speaking activities in an English for Specific Purposes (ESP) class. The study focuses on students’ lived experiences and the meanings they attach to their body movements during English speech performances. To address this aim, the research employs a narrative inquiry approach, which is suitable for examining personal experiences and subjective interpretations of nonverbal behavior in speaking contexts. Data were collected through classroom observations and in-depth interviews with selected ESP students who had delivered presentations or speeches in English. Classroom observations were conducted to identify patterns of gestures used during speaking, while interviews allowed students to reflect on their feelings, intentions, and awareness of their body movements. The collected narratives were analyzed thematically to explore the relationship between gestures, emotional expression, communication strategies, and speaking confidence. The findings indicate that gestures play an important role in students’ public speaking performances. Gestures were used to emphasize ideas, clarify messages, and support verbal explanations. At the same time, gestures also reflected students’ psychological states. Anxious gestures, such as fidgeting, repetitive hand movements, or self-touching, were commonly associated with nervousness and lack of confidence. In contrast, open and controlled gestures were linked to higher levels of confidence, engagement, and audience connection. Overall, this study highlights the importance of nonverbal communication awareness in ESP classrooms and suggests that integrating instruction on gestures and body language into public speaking practice may enhance students’ confidence and communicative effectiveness.
Towards CLIL-based international classes: Preparatory endeavours through training of English-mediated instruction Rina Wahyu Setyaningrum; Riski Lestiono; Rosalin Ismayoeng Gusdian
Journal of Community Service and Empowerment Vol. 6 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v6i1.40320

Abstract

In today’s global era, the internationalization of educational institutions is crucial. SD Muhammadiyah 4 Kota Malang acknowledged this necessity and is committed to providing high-quality education by adapting international standards. To fulfill this commitment as well as to support Sustainable Development Goal (SDG) No. 4, the school aims to create an international learning environment where teachers and students use English for instructions. Content and Language Integrated Learning (CLIL) is a suitable approach for internationalizing education at this school, as it integrates subject learning with language development. This community service aimed to train and mentor teachers in using English effectively for international class preparation. The program focused on three key objectives: (1) enhancing teachers’ comprehension about CLIL, translanguaging, and trans-semiotizing concepts, (2) developing Classroom Passwords for all grade levels, and (3) implementing translanguaging and trans-semiotizing strategies. By understanding and applying CLIL, translanguaging, and trans-semiotizing, teachers can overcome anxiety about English use in the classroom. The teachers created verified Classroom Passwords which were registered for their intellectual property right and practiced translanguaging and trans-semiotizing in peer-teaching and real classroom settings as well as in virtual environment using Virtual Reality (VR).
TEACHING ENGLISH WITH TIK TOK: A CONTENT ANALYSIS OF #LEARNINGENGLISHWITHMRFAISAL Hartono; Rina Wahyu Setyaningrum
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.2151

Abstract

The rise of social media platforms like TikTok has created new avenues for informal language learning. This study employs a qualitative content analysis to investigate the pedagogical strategies within the popular Indonesian TikTok hashtag #learningenglishwithmrfaisal. The research aims to identify the types of English language content, teaching strategies, and pedagogical approaches used by the creator, Mr. Faisal. A systematic analysis was conducted on a purposive sample of 10 public TikTok videos from the hashtag. Data collection involved video observation, transcription, and documentation of multimodal elements, followed by a thematic analysis. Key findings reveal a primary focus on pronunciation drills and practical vocabulary, delivered through highly repetitive and multimodal techniques. Mr. Faisal effectively combines verbal repetition, visual cues (on-screen text, mouth close-ups), exaggerated facial expressions, and motivational speaking to facilitate learning and maintain engagement. The study concludes that TikTok serves as a significant platform for informal digital language learning, particularly for micro-learning and confidence-building. These findings suggest that formal educators can adopt similar engaging, bite-sized techniques, while content creators can leverage multimodal design to enhance instructional video effectiveness
Co-Authors Adinda Deviana Ali Mustofa Dwi Wahyuningtyas Erlyna Abidasari Fabiola Dharmawanti Kurnia Fardini Sabilah Gusdian, Rosalin I. Hartono Hartono Husamah Husamah In’am, Akhsanul Ivana Nabilah Qoriroh Mujahidah Jaharudin, Jaharudin Kharisma Naidi Warnanda S Lailatul Rifah Laksmi Diana Mulyadi, Cecylia Santi OIKUREMA PURWATI Pratiwi Retnaningdyah Puji Sumarsono Puji Sumarsono Rafika Rabba Farah Revina Dwi Masayu Rifah, Lailatul Riski Lestiono Rosalin Ismayoeng Gusdian SLAMET SETIAWAN Syafiul Anam Worowirastri E., Dyah Yuni Pantiwati Yustin Dwi Rahmawati