Exploring Teachers’ Perceptions of Integrating Multimodal Literacy into English Classrooms in Indonesian Primary Education
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https://orcid.org/0009-0003-3734-4050
Ika Lestari Damayanti
Abstract
Multimodal literacy is seen as an integral part of 21st century learning since children are growing with
various modes of communication in their daily life. Despite its significance emphasized in the national
curriculum, the study about multimodal literacy in English classrooms in Indonesia is still limited. This
study aimed to expose the incorporation of multimodal literacy into English classrooms from the perspective
of elementary and middle schools’ English teachers across Indonesia. This research was conducted through
an online questionnaire distributed through WhatsApp. There were sixty-one English teachers from
different regions in Indonesia who volunteered to participate. A descriptive qualitative approach was used
to analyze the data to understand teachers’ perspectives and challenges of integrating multimodal literacy in
English classrooms. The study revealed that the majority of participants had the awareness of multimodal
literacy in the digital era. Moreover, they held positive attitudes towards the integration of multimodal
literacy in English classrooms even though there were limitations, such as the lack of school facilities,
teachers’ understanding in effective strategies and teachers’ skills in using technologies. The teachers
also realized that multimodal literacy has been highlighted in the national curriculum, yet they have
not fully understood the concept of multimodal literacy. This study contributes to the understanding of
multimodal literacy in English classrooms, that despite the positive attitudes and opportunities to integrate
multimodal literacy in English classrooms, there is still a wide area for improvement. Thus, teachers’
professional development should promote effective strategies to include multimodal literacy in English
language classrooms in response to the curriculum reform.
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