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All Journal Jurnal Pemberdayaan Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Zakarya, Zaiton
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Effectiveness of the Multiliteracy Integrative Learning (MULGRANING) Model on Students' Reading Skills in Indonesian Language Learning Indriyani, Vivi; Zakarya, Zaiton
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i1.102

Abstract

Good reading ability is a fundamental skill in learning Indonesian, especially in understanding, analyzing, and evaluating scientific texts critically. However, various studies show that many students still have difficulty in understanding the structure, meaning, and content of the text in depth, which has an impact on their low analytical skills. Therefore, an innovative learning model is needed that can improve reading skills effectively, one of which is through the application of Multiliteracy Integrative Learning (MULGRANING). Using a quantitative approach with a quasi-experimental method, this study applied a one-group pre-test post-test design to 34 grade XI students at SMAN 2 Padang. The experimental class using the MULGRANING model was implemented with eight steps, namely experiencing, conceptualizing, analyzing, producing & creating, networking, applying, comparing, and synthesizing. While the control class was implemented with conventional learning. Data were collected through descriptive tests and analyzed using the Wilcoxon Signed-Rank Test in SPSS. The results showed that all students experienced an increase in reading scores after the MULGRANING model was applied. No students were found to have decreased scores or had the same pre-test and post-test scores. The Z value of -5.103 with a p-value of 0.000 indicates that this model is significantly effective in improving reading skills. These findings indicate that the MULGRANING model can be an innovative learning alternative to help students understand, analyze, and evaluate texts better. Therefore, the application of this model is recommended more widely to improve the quality of reading learning in secondary schools.
From Literacy to Multiliteracy: Validity and Practicality of The Multiliteracy Integrative Learning (MULGRANING) Model Indriyani, Vivi; Triana, Herlin; Helda, Trisna; Zakarya, Zaiton; Fendi, Hasri
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.465

Abstract

A learning model capable of integrating various literacies and disciplines is urgently needed to face the challenges of 21st-century learning. This need drives the development of the Multiliteracy Integrative Learning Model (MULGRANING) which focuses on language learning through the integration of various fields of science. This study aims to analyze the validity and practicality of the MULGRANING model. The research method used is research and development (RD) using the Plomp Nieeven model which consists of preliminary research, prototyping stage, and assessment stage. Data were obtained through expert validation and limited trials on teachers and students at the high school level, namely at SMAN 2 Padang and SMAN 9 Padang. The results of the study indicate that the MULGRANING model has high validity in terms of material (92%), presentation (96%), language (84%), graphics (77%), model syntax (88%), social system (90%), reaction principle (84%), support system (91%), instructional and accompanying impact (88%). Furthermore, teachers and students rated this model as practical to implement, with an average student practicality score of 91% and a teacher practicality score of 95%. The model is categorized as very practical because it provides a clear learning flow, varied activities, and allows for the development of language skills and 21st-century skills. Based on these findings, it can be concluded that this model can be used as an alternative in the language learning process.
Co-Authors Fendi, Hasri Herlin Triana Trisna Helda Vivi Indriyani