Research Article
Meaning-Making Construction Through Multimodal Instructional Approach (Mia) In Efl Context
@INPROCEEDINGS{10.4108/eai.14-8-2021.2317637, author={Novia Trisanti and Fazri Nur Yusuf and Widhiyanto Widhiyanto}, title={Meaning-Making Construction Through Multimodal Instructional Approach (Mia) In Efl Context}, proceedings={Proceedings of the 10th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT 2021, 14-15 August 2021, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELTLT}, year={2022}, month={6}, keywords={efl context meaning making construction multimodal instructional approach}, doi={10.4108/eai.14-8-2021.2317637} }- Novia Trisanti
Fazri Nur Yusuf
Widhiyanto Widhiyanto
Year: 2022
Meaning-Making Construction Through Multimodal Instructional Approach (Mia) In Efl Context
ELTLT
EAI
DOI: 10.4108/eai.14-8-2021.2317637
Abstract
The present study aims at describing how the Multimodal Instructional Approach (MIA) modified from Thinking Frames Approach by Newberry & Gilbert (2016) is deployed in EFL learning so that it could contribute to how EFL learners construct meaning of the text by considering ideational and textual meaning construction. There are three stages of MIA employed in meaning-making construction, they are verbal, drawing, and writing stages. The case study was used by having multimodal tasks analysis, field notes of online learning observation, and interview. 10 EFL learners and 1 in-service teacher of secondary school were chosen as the participants. The results showed that (1) in the verbal stage, expression, movement, gesture and any other tools as modal symbols had important role in meaning-making construction both ideational and textual; (2) in the drawing stage, the learners experienced multiple modes to construct meaning of the text, for example from monologue to pictures they designed; (3) in the writing stage, the students connected the previous stage (drawing stage) with the sequence of their writing performance adopting available multimodal resources so that they could write well-structured paragraphs (textual) using correct grammar features to present suitable meaning (ideational). It is considered that MIA can be used as alternative approach that assists EFL secondary school learners to meaning-making construction.
