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All Journal Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal Edukasi Islami: Jurnal Pendidikan Islam Edusia: Jurnal Ilmiah Pendidikan Asia JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Penelitian Pendidikan Indonesia Indonesian Journal of Education and Learning Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Ilmu Sosial dan Humaniora Sujud: Jurnal Agama, Sosial dan Budaya Journal of Literature Review Jurnal Ilmiah Literasi Indonesia Jurnal Pendidikan dan Sastra Inggris
Listyaning Sumardiyani
Faculty Of Language And Arts Education, Universitas PGRI Semarang,
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Breaking the Barriers to English Reading: A Multimodal Perspective for Young Learners with Physical Disabilities Ririn Ambarini; Listyaning Sumardiyani; Dian Ayu Zahraini; Hadi Riwayati Utami
Journal of Literature Review Vol. 2 No. 2 (2026): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/v2bjk249

Abstract

English reading can be challenging for young learners with physical disabilities because conventional reading materials may create barriers to access and participation. This systematic literature review (SLR) examines how multimodal approaches can support English reading for these learners. The study reviewed 30 relevant studies identified through Google Scholar and Crossref, focusing on research published between 2016 and 2025. The findings were analyzed thematically based on accessibility, learner engagement, learner autonomy, and English reading development. The results indicate that digital texts, audio-supported materials, multimedia, interactive e-books, and assistive technologies can provide alternative ways for learners to access and interact with English reading materials. Accessibility was the most frequently reported benefit, followed by learner engagement, reading comprehension, and learner autonomy. The findings suggest that multimodality can help reduce physical and instructional barriers while creating more flexible and inclusive English reading experiences. However, its effectiveness depends on appropriate material design, accessible technology, teacher support, and learners' individual needs. This review highlights the potential of multimodal approaches as a practical strategy for making English reading more accessible and inclusive for young learners with physical disabilities.
From Pictures to Written Words: Rethinking English Writing for Young Learners with Autism through Visual Sequencing Hadi Riwayati Utami; Listyaning Sumardiyani; Dian Ayu Zahraini; Ririn Ambarini
Jurnal Ilmu Sosial dan Humaniora Vol. 2 No. 4 (2026): OKTOBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/5npdtp53

Abstract

Writing in English can be challenging for young learners with autism because they may experience difficulties in generating ideas, recalling vocabulary, organizing events, and constructing sentences. This study explores the use of visual sequencing to support English writing among second-grade elementary school learners with autism. A descriptive qualitative research design was employed. Data were collected through classroom observations, learners’ written work, and a semi-structured teacher interview. The data were analyzed thematically to identify patterns related to vocabulary use, organization of ideas, sentence construction, learner engagement, and teacher scaffolding. The findings indicate that visual sequencing helped learners connect pictures with English vocabulary and organize events in a logical order. The picture sequences also supported learners in moving from individual words to simple sentences and short texts. In addition, learners demonstrated greater engagement when writing activities were supported by concrete and predictable visual information. However, teacher scaffolding remained necessary, particularly through vocabulary prompts, sentence starters, modeling, and repetition. The study concludes that visual sequencing can serve as an effective scaffold for making English writing more concrete, structured, and accessible for young learners with autism.
Integrating Bilingual SPI in Physical Education to Strengthen English Literacy: Enhancing Writing, Speaking, Listening, and Reading Ririn Ambarini; Listyaning Sumardiyani; Dian Ayu Zahraini; Hadi Riwayati Utami
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): AGUSTUS-SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/k5d2dk68

Abstract

This study investigates the effectiveness of integrating Bilingual Structured Play Inquiry (SPI) into Physical Education (PE) to enhance students’ English literacy skills—writing, speaking, listening, and reading—through movement-based learning. Grounded in previous research on bilingual pedagogy, microteaching innovations, and multimodal instruction, this study extends existing work by embedding structured bilingual literacy strategies within active play activities, a context rarely explored in English language learning. Using a mixed-methods design, data were collected through literacy assessments, classroom observations, and student–teacher perception surveys. Results indicate significant improvements across all four literacy domains, with students demonstrating higher accuracy, fluency, and comprehension when English prompts were integrated into inquiry-based physical tasks. Qualitative findings further reveal that active play reduces language anxiety, increases engagement, and promotes spontaneous English production. Teachers reported greater awareness and readiness to integrate bilingual strategies effectively. Overall, the findings suggest that Bilingual SPI in PE provides an authentic, enjoyable, and cognitively rich environment that strengthens English literacy holistically while maintaining PE learning goals. This model offers a practical pathway for schools seeking to foster bilingual competence through interdisciplinary approaches.
Co-Authors Ambarini, Ririn Aryo Andri Nugroho Dian Ayu Zahraini Dias Andris Dias Andris Susanto Dini Rakhmawati Enia Yasmiatun Esti Nurul Fine Reffiane . . Hadi Riwayati Utami Laily Nur Affini Lilis Endah Lupiani Maria Regina Dyah Pramesti Maria Yosephin Widarti Lestari Nafi'un Ulfah Sari Wulandari Sari Wulandari Siti Fitriana Siti Tri Ulfani Subur Laksmono Wardoyo Sukma Nur Ardini Tri Andika