MULTIMODAL LEARNING STRATEGY AND ITS ALIGNMENT WITH ATTRIBUTES OF MEANINGFUL LEARNING

ANNISA MAHARANI MAULANA PUTRI, . (2025) MULTIMODAL LEARNING STRATEGY AND ITS ALIGNMENT WITH ATTRIBUTES OF MEANINGFUL LEARNING. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

This study investigates how multimodal teaching strategies are implemented in a secondary-level English classroom and how these strategies relate to the five attributes of meaningful learning: active, constructive, intentional, authentic, and cooperative learning. Grounded in the framework by Howland et al. (2013), the research employs a mixed-methods approach involving a semi-structured interview with one English teacher, classroom observations, and student questionnaires distributed to 40 students at SMP Labschool Rawamangun, Jakarta. Findings indicate that the teacher integrates a range of multimodal strategies—such as visual, auditory, kinesthetic, and digital components—to support diverse learning preferences and promote engagement. The analysis shows that these strategies exhibit clear connections to several characteristics of meaningful learning, particularly in terms of encouraging participation, real-world relevance, collaboration, and sensory engagement. These findings suggest that multimodal instruction corresponds to the attributes of meaningful learning in English language classrooms. ***** Penelitian ini mengkaji bagaimana strategi pengajaran multimodal diterapkan di kelas bahasa Inggris tingkat menengah dan bagaimana strategi-strategi tersebut berkaitan dengan lima atribut pembelajaran yang bermakna: pembelajaran aktif, konstruktif, berencana, autentik, dan kooperatif. Berlandaskan kerangka kerja oleh Howland dkk. (2013), penelitian ini menggunakan pendekatan campuran yang melibatkan wawancara semi-terstruktur dengan seorang guru bahasa Inggris, pengamatan kelas, dan kuesioner siswa yang dibagikan kepada 40 siswa di SMP Labschool Rawamangun Jakarta. Hasil penelitian menunjukkan bahwa guru mengintegrasikan berbagai strategi multimodal—seperti komponen visual, auditif, kinestetik, dan digital—untuk mendukung preferensi belajar yang beragam dan meningkatkan keterlibatan siswa. Analisis menunjukkan bahwa strategi-strategi ini memiliki hubungan yang jelas dengan beberapa karakteristik pembelajaran yang bermakna, terutama dalam hal mendorong partisipasi, relevansi dunia nyata, kolaborasi, dan keterlibatan sensorik. Hasil ini menunjukkan bahwa pengajaran multimodal sesuai dengan atribut pembelajaran yang bermakna di kelas bahasa Inggris.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Hanip Pujiati ; 2). Rika Andayani, M.Pd.
Subjects:	Pendidikan > Media Pembelajaran Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S1 Pendidikan Bahasa Inggris
Depositing User:	Annisa Maharani Maulana Putri .
Date Deposited:	19 Aug 2025 08:56
Last Modified:	19 Aug 2025 08:56
URI:	http://repository.unj.ac.id/id/eprint/61455

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