The Multiliteracy Integrative Learning (MULGRANING) Model for Developing 4Cs Skills in Language Learning

Vivi Indriyani (Universitas Negeri Padang, Padang, Indonesia)
Anisa Nurjanah (Universitas Negeri Padang, Padang, Indonesia)
Herland Frenley Manalu (University of Innsburk, Innsbruck, Austria)
Febria Sri Atika (Central Queensland University, Melbourne Campus, Melbourne, Australia)
Hasri Fendi (Universitas Islam Negeri Imam Bonjol Padang, Sumatera Barat, Indonesia)

Journal for Lesson and Learning Studies
Vol. 9 No. 1 (2026): April

Strengthening 21st-century skills, including critical thinking, creativity, collaborative, and communicative (4Cs), was an essential requirement in Indonesian language learning. However, language learning in schools was still dominated by a linguistic-oriented approach, so the development of higher-order thinking skills was not a priority. This study aimed to analyze, evaluate, and interpret the implementation of the Integrative Multiliteracy Learning Model (MULGRANING) in group-based scientific article writing learning to strengthen students’ 4Cs skills. The study used a qualitative approach with a descriptive design through structured observations based on 4Cs skill indicators. The findings indicated that the MULGRANING model was able to develop critical and creative thinking skills through the use of multimodal literacy, as well as improve collaborative and communicative skills through discussion activities and collaborative production of scientific essay texts. In addition, the integration of multiliteracies in learning encouraged active student involvement and strengthened the quality of academic interactions. In general, this study concluded that the MULGRANING model had the potential to be an effective and innovative pedagogical framework in supporting Indonesian language learning oriented toward mastering 21st-century skills.