Exploring Multimodality in Teaching Writing: A Narrative Inquiry of an English Teacher in an Indonesian Senior High School

Anjar Nur Cholifah; Doni Alfaruqy; Harits Setyawan

doi:10.34050/els-jish.v9i1.49865

Authors

Anjar Nur Cholifah Institut Teknologi Sumatera
Doni Alfaruqy Institut Teknologi Sumatera
Harits Setyawan Institut Teknologi Sumatera

DOI:

https://doi.org/10.34050/els-jish.v9i1.49865

Keywords:

Multimodality, Second Language Writing, Narrative Inquiry

Abstract

Using multimodality in teaching second language writing allows English teachers to creatively combine two or modes in describing what goes on at each stage of the writing process. Studies confirmed that multimodality in teaching English as a foreign language could help to activate classroom atmosphere and inspiring students’ motivation. However, studies focusing on multimodality in teaching writing are still limited. Thus, this study aims at exploring the modes employed by the teacher in teaching writing and investigating how the teacher combined those methods in describing each stage of the writing process. By using narrative inquiry, the researchers obtained the data mainly by using the semi-structured interview. The participant of this study was an English teacher in a high school. The findings stated that a teacher employed modes like visual display, classroom layout, voice quality, gesture, and body movement in teaching writing. The teacher then combined those modes in describing stages of the writing process by designing some activities involving students’ active participation and group work. This study has implications for teachers and researchers interested in exploring multimodality in teaching English particularly in writing and generally in other skills, listening, speaking, and reading.

References

Andini, C., Youngsun, K., Sunnuraini, S., & Warouw, D. S. (2026). Developing a Chunk-Based Learning Model to Improve Korean Speaking Skills for Beginner Learners. International Journal of L2CT, 1(2), 156-172.

Aswad, M., Rahman, F., Said, I. M., Hamuddin, B., & Nurchalis, N. F. (2019). A software to increase English learning outcomes: An acceleration model of English as the second language. The Asian EFL Journal, 26(6.2), 157.

Bailey, Stephen. 2004. Writing: A Practical Guide for Students. New York: Routledge Falmer

Barkhuizen G (2008) A narrative approach to exploring the context in language teaching. English Language Teaching Journal 62(3): 231–39.

Barkhuizen, G. P., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research.

Barkhuizen, G. (2016). Narrative Approaches to Exploring Language, Identity, and Power in Language Teacher Education. RELC Journal, 47(1), 25–42. https://doi.org/10.1177/0033688216631222

Brindley, Susan. 2005. Teaching English. Walton Hall, Milton Keynes: Taylor & Francis e-Library.

Dalton, B. (2012), "Multimodal composition and the common core state standards," The Reading Teacher, Vol.66No.4,pp.333-339,doi:10.1002/TRTR.01129

Flower, L., and Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365–87.

Flower, L. (1989). Cognition, context and theory building. College Composition and Communication, 40, 282–311.

Freedman, Sarah Warshauer& Daiute, Colette (2001), Instructional methods and learning activities in teaching writing, in Jere Brophy (ed.) Subject-specific instructional methods and activities (Advances in Research on Teaching, Volume 8) Emerald Group Publishing Limited, pp.83 – 110.

Georgakopoulou A (2006) Thinking big with small stories in narrative and identity analysis. Narrative Inquiry 16(1): 129–37

Hartle, James. 2008. Academic Writing and Publishing: A practical handbook. New York: Routledge

Howell, Emily. (2018). Scaffolding multimodality: writing process, collaboration, and digital tools. English Teaching: Practice & Critique. 17. 10.1108/ETPC-05-2017-0053.

Hyland, Ken. (2003). Second language writing. Cambridge; New York: Cambridge University Press.

Jewitt, C. (2008). Multimodality and Literacy in School Classrooms.Review of Research in Education, 32(1), 241–267. https://doi.org/10.3102/0091732X07310586

Kaharuddin, Rahman, F., Abbas, A., & Hasjim, M. (2025). The Vowel Structure of Proto-Makassar: A Phonological Reconstruction of Five Dialects. Journal of Language Teaching and Research, 16(3), 880-888.

Kress, G., Bourne, J., Franks, A., Hardcastle, J., Jewitt, C., & Jones, K. (2005). English in Urban Classrooms: A Multimodal Perspective on Teaching and Learning.

Kress, G. R., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2014). Multimodal Teaching and Learning: The Rhetorics of the Science Classroom.

Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.

McKay, Penny. 2008. Assessing Young Language Learners. Cambridge: Cambridge University Press

Mills, K.A. (2010), "Shrek meets Vygotsky: rethinking adolescents' multimodal literacy practices in schools," Journal of Adolescent & Adult Literacy, Vol. 54 No. 1, pp. 35-45, doi: 10.1598/ JAAL.54.1.4.

Morell, Teresa. (2018). Multimodal competence and effective interactive lecturing. System. 10.1016/j.system.2017.12.006.

Mohammadi, JavadErfanian & Shirvan, MajidElahi. (2018). Systemic Functional Multimodal Discourse Analysis of Teaching Students Developing Classroom Materials. Teaching in Higher Education. 10.1080/13562517.2018.1527763.

Nash, Brady (2018) "Exploring multimodal writing in secondary English classrooms: a literature review," English Teaching: Practice & Critique, Vol. 17 Issue: 4, pp.342-356, https://doi.org/10.1108/ETPC-01-2018-0012.

Nasser, Aref Nassi Abduh. (2016). Teaching the writing skill to Yemeni learners: the importance and challenge. South – Asian Journal of Multidisciplinary Studies (SAJMS) ISSN: 23499-7858:SJIF:2.246: Volume 3 Issue 6

Rahman, F. (2018). The constraints of foreign learners in reading English literary works: A case study at Hasanuddin University. Journal of Arts and Humanities, 7(2), 01-12.

Raimes, A. (1992). Exploring through writing: a process approach to ESL composition (2nd ed.). New York: St. Martin’s Press.

Said, M. M., Rita, F., Weda, S., & Rahman, F. (2021). English language performance development through extracurricular activities at Faculty of Teacher Training and Education Tadulako University Palu. PalArch's Journal of Archaelogy of Egypt/Egyptology.

Shepherd, Ryan P. Digital Writing, Multimodality, and Learning Transfer: Crafting Connections between Composition and Online Composing, Computers and Composition, Volume 48,2018, Pages 103-114, ISSN 8755-4615,https://doi.org/10.1016/j.compcom.2018.03.001.

Suma, M., Yuliana, N., Pratiwi, N. I., & Rahman, F. F. (2026). The Social Construction of Moral Authority in Children’s Character Learning: A Media-Based Perspective. Dialectica Online Publishing Journal, 1(2), 192-199.

Usti, U., Said, I. M., & Hasjim, M. (2023). The phenomenon of dark humor on Twitter: In-depth analysis through semantic study. Journal of Namibian Studies: History Politics Culture, 33, 4186–4209.

Van Leeuwen, Theo. Introducing Social Semiotics. London and New York: Routledge, 2005. 301 pp. (2007). European Journal of Communication, 22(3), 389–390. https://doi.org/10.1177/02673231070220030713

Weda, S., Rahman, F., Atmowardoyo, H., Samad, I. A., Fitriani, S. S., Said, M. M., & Sakti, A. E. F. (2022). Intercultural communicative competence of students from different cultures in EFL classroom interaction in higher institution. International Journal of Research on English Teaching and Applied Linguistics, 3(1), 1-23.

Yaumi, M. T. A. H., Rahman, F., & Sahib, H. (2023). Exploring WhatsApp as Teaching and Learning Activities during Covid-19/New Normal era: A Semiotic Technology Analysis. International Journal of Current Science Research and Review, 6(12), 7627-7634.

Yaumi, M. T. A. H., Rahman, F., & Sahib, H. (2024). Bridging Language and Technology through Semiotic Technology. International Journal of Social Science Research and Review, 7(1), 52-61.