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All Journal Journal of English Language Teaching, Linguistics, and Literature Studies PAEDAGOGIE
Firmansyah, Dedi Wahyu
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Education Languange, Linguistic, Communication & Media Other

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From Screen to Story: Freshmen’s Writing Skills Through Multimodal Task-Based Approach Mahmudah, Khotimah; Rakerda, Hilda; Firmansyah, Dedi Wahyu
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i2.3735

Abstract

Writing remains a persistent challenge for freshmen in English as a Foreign Language (EFL) context, particularly in generating ideas, applying grammar accurately, and producing coherent texts. This study employs a case study method to investigate students’ perceptions of an e-Multimodality Workbook that integrates visual stimuli within a Task-Based Learning (TBL) framework to enhance writing proficiency in a Basic Writing class. Data were gathered from twelve purposively selected students through semi-structured interviews and analyzed using the CIPP (Context, Input, Process, Product) evaluation model. The findings show that colored visual prompts effectively enhance imagination, idea development, and comprehension of abstract concepts, whereas black-and-white images and insufficient grammatical guidance hinder clarity and engagement. A pedagogical framework was used in designing the e-Multimodality Workbook, which serves as a learning aid and a medium that facilitates assessment. A linguistic expression in term of visual meaning proses was used in this book. A technology-based adaptive learning materials that integrate multimodal tasks and student feedback is a product of this research. This supports the development of writing competencies at a higher level. Furthermore, the findings suggest that this book can enhance learner autonomy across various levels of EFL proficiency.Keyword: English Writing, Multimodality, Task-based Approach.
Gaya Kepemimpinan Guru dalam Mengajar Generasi Z Mata Pelajaran Bahasa Inggris di Sekolah Islami dan Nonislami di Provinsi Jambi Armida, Armida; Pratama, Aryawira; Firmansyah, Dedi Wahyu
Paedagogie Vol 21 No 1 (2026): (Issue in progress)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16108

Abstract

Teacher leadership style plays a crucial role in determining the success of English language learning, particularly in teaching Generation Z students, who are characterized by their digital, critical, and dynamic nature. However, the implementation of teacher leadership styles often faces different challenges in school contexts with diverse religious backgrounds. This study aims to identify dominant and effective teacher leadership styles in English language learning and analyze the challenges and mitigation strategies implemented by teachers in Islamic and non-Islamic schools in Jambi Province. The main problem of this research lies in the lack of in-depth exploration of teacher leadership practices in addressing the learning needs of Generation Z in the context of multicultural and multireligious education. This research uses a qualitative approach with a case study design. Data were collected through semi-structured interviews and classroom observations, then analyzed using thematic analysis. The results show that transformational, instructional, and ethical leadership styles are the most dominant and effective styles applied by teachers. These leadership styles have a positive impact on the motivation, engagement, and learning climate of Generation Z students. In conclusion, adaptive and value-based teacher leadership is the key to successful English language learning in schools with diverse religious backgrounds.
Co-Authors Armida Armida Mahmudah, Khotimah Pratama, Aryawira Rakerda, Hilda