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All Journal Indonesian Journal of Educational Research (IJER) Langkawi: Journal of The Association for Arabic and English Edulangue
Bunga Ikasari
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Other

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Hard-of-Hearing (HH) Students’ Perceptions of Multimodal EFL Learning Nur Arifah Drajati; Bunga Ikasari; Rizka Junhita
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2449

Abstract

Learners with hearing loss tend to learn visually. It attracted a teacher of hard-of-hearing (HH) students in a special needs school to implement multimodality that integrated all verbal and visual semiotic modes and used ICT in her English classroom. The study aims to explore the students’ perceptions of multimodal English learning. The interview of the two females and one male participant individually. In addition to the data gained from the interview, students' diaries were also analyzed based on themes that emerged from the codes and categories. The data were triangulated by checking the interviews with the diaries and confirming with the teacher and the students' parents.  The findings of the study revealed both positive and negative perceptions emerged. The students perceived ICT-based multimodal learning positively to help them learn new vocabularies and understand a story quickly, increase their motivation to learn, improve their engagement, and make them able to learn autonomously. Meanwhile, they perceived the EFL learning negatively so that it took much time to learn all of the materials. Also, the students felt unconfident in performing activities. Therefore, it is recommended for HH teachers to provide more significant assistance, time, and patience to successfully support students in learning English.
A Visual Method in Expressing Junior High School Students' Voice Towards Literacy Nur Arifah Drajati; Rizka Junhita; Bunga Ikasari
EDULANGUE Vol. 3 No. 2 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v3i2.2690

Abstract

Visual methods are well known in the education research field but rarely used in junior high school, where students' voices are needed to explore the education needs. In this article, the researchers intend to accomplish one fundamental objective. The key objective is to emphasize that photovoice as a visual method can build good engagement for students in learning activities and promote students' voices about how the learning process takes place and what the students are thinking about that process, which is useful in supporting learning activities. Here, the researchers use photovoice as the methodology. The author collected and analyzed the data using SHoWeD. This article, therefore, to expand knowledge about visual methods as methodological innovation in learning research.
THE Multimodality Practices in Hearing Impairment EFL Classroom Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
IJER (Indonesian Journal of Educational Research) Vol. 4 No. 2 (2019): Vol 4 No 2 2019
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.289 KB) | DOI: 10.30631/ijer.v4i2.116

Abstract

Abstract This article provides a report of teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Additionally, this study tried to investigate the impacts of the use of the materials on students’ learning. The study was carried out in a special need school. The research is a case study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes or semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension although she also encountered some challenges. Moreover, the students perceived the use of multimodal texts positively as it allowed them to participate more actively in the classroom activities. I believe that the result of the study can serve as a consideration for English teachers in teaching readings to hard hearing learners. Keyword: Hard hearing learners, multimodal texts, reading for hard hearing
Co-Authors Nur Arifah Drajati Rizka Junhita Sumardi, Sumardi