Azqia, Alvioni (2026) Teacher’s Use of Multimodality to Support Diverse Student Characteristic in English Language Teaching. Skripsi, Tarbiyah dan Keguruan.
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PERNYATAAN FIX VIONI.pdf Download (209kB) |
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INTRODUCTION FIX VIONI.pdf Download (810kB) |
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ABSTRACT.pdf Download (195kB) |
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CHAPTER I.pdf Download (347kB) |
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CHAPTER II.pdf Restricted to Repository staff only Download (258kB) |
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CHAPTER III.pdf Download (237kB) |
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CHAPTER IV.pdf Download (1MB) |
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CHAPTER V.pdf Download (146kB) |
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REFERENCES.pdf Download (216kB) |
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APPENDICES.pdf Download (875kB) |
ABSTRAK
The diversity of student characteristics in learning English as a foreign language (EFL) requires teacher to adopt adaptive and comprehensive approaches. Students vary in their language skills, learning styles, motivation, and social and cultural backgrounds. Thus, the purpose of this study is to examine the implementation of multimodal strategies by teacher while identifying the challenges in addressing this diversity. This study adopted a qualitative phenomenological approach and involved one participant consisting of one English teacher as the research subject. Data were collected through interviews sessions, classroom observations and document collection. Data analysis was conducted through a series of stages, including data reduction, data presentation, and drawing conclusions to produce structured and in- depth results. The findings indicate that the teacher employs multimodal strategies by combining various modes such as verbal, visual, auditory, and gestural and utilizing digital media like videos, images, and interactive presentations. This approach supports enhanced students understanding, engagement, and participation throughout the learning process. However, there are a number of challenges in its implementation, such as a lack of resources, time constraints, varying levels of student participation, and teacher’ s pedagogical readiness. Overall, multimodality plays a significant role in accommodating the diversity of student characteristics and enhancing the effectiveness of English language learning. Therefore, teacher’ preparation, as well as infrastructure and facility support, are necessary to optimize its implementation
| Item Type: | Skripsi |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Tarbiyah dan Keguruan > Tadris Bahasa Inggris |
| Depositing User: | Yoe Oden |
| Date Deposited: | 29 May 2026 00:36 |
| Last Modified: | 29 May 2026 00:36 |
| URI: | http://idr.uin-antasari.ac.id/id/eprint/26505 |
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