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All Journal Ahmad Dahlan Journal of English Studies Jurnal Penelitian Humaniora EXPOSURE JOURNAL Journal of English Language Studies Nyimak: Journal of Communication JURNAL MUQODDIMAH : Jurnal Ilmu Sosial, Politik dan Hummaniora Dinamika : Jurnal Ilmiah Ilmu Administrasi Negara NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Research and Innovation in Language Learning EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) LINIMASA: JURNAL ILMU KOMUNIKASI INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) Jurnal Politikom Indonesiana Journalism, Public Relation, and Media Communication Studies Journal (JPRMEDCOM) JOLLT Journal of Languages and Language Teaching
Kusrin Kusrin
Universitas Singaperbangsa Karawang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences

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Journal : Jurnal Penelitian Humaniora

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ENGAGING PRE SERVICE TEACHERS IN MULTIMODAL READING WITH LEARNING LOGS: AN ACTION CLASSROOM-BASED RESEARCH Elih Sutisna Yanto; Kusrin Kusrin
Jurnal Penelitian Humaniora Vol 21, No 1: Februari 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v21i1.8592

Abstract

Students’ reading comprehension on disciplinary texts commonly involves the interaction between the cognitive aspect and the text itself, but little is known how it is carried out through multimodal reading. To fill this practical void, this article reports the findings of classroom action research of the pre-service teachers learning disciplinary vocabularies through different modes of meaning, the socially and culturally shaped resources or semiotic structure for making meaning: video viewing and graphic organizers. This study proposes that multimodal reading has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. Pedagogically, this multimodal engagement not only creates interactive content learning but also it encourages the students to become autonomous language learners. In addition to multimodal reading activities, the students were motivated not only to learn about language but also to learn through language. Moreover, multimodality reading tasks can scaffold comprehension and production of the academic language of the students. Finally, students who are engaged in cognitive work in content areas (e.g., statistics for second language research) have the motivation to learn a language that supports their learning. Multimodality reading tasks can support students ‘communication, increasing students’ academic writing and students’ academic vocabulary development as well.
Co-Authors Abdul Kodir Al-Baekani Acep Bahrum Kamil An Nida Nur Azizah Arindawati, Weni Adityasning Dara Novita Andisya Tanjung Dedin Aliyudin Dwi Widjaya Sukma Dyah Anungrat Herzamzam Eka Yusup Eka Yusup Elih Sutisna Yanto Evi Karlina Ambarwati Farah Nurfadilla Halyasmina Amira Hanny Purnamasari Indah Purnama Dewi Jefriyanto Jefriyanto Lubis, Fardiah Oktariani Marina Putty Ariestian Mayasari Mayasari Milatishofa Milatishofa Muhammad Reza Pahlevi Mutiara Wulandewi Nani Darmayanti Nisrina Annisati Rahmi Putri Kamalia Hakim Rizka Hari Kusmianigtyas Rosi Rahayu Siti Fajriah Kurnia Putri Siti Nursanti Tayo, Yanti Yousef Bani Ahmad Zainal Abidin