Teacher's Strategies in Implementing Multimodal Listening and Speaking (MLS) Through Narrative-Based Material for Senior High School

Arsyadani, Rijal Salma (2025) Teacher's Strategies in Implementing Multimodal Listening and Speaking (MLS) Through Narrative-Based Material for Senior High School. Undergraduate Thesis thesis, UIN K, H, Abdurrahman Wahid Pekalongan.

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Abstract

Mastering oral communication skills, particularly listening and speaking, is foundational for language learners. However, traditional teaching methods often fail to engage Indonesian high school students effectively, resulting in limited authentic interaction and increased language anxiety. This study aims to describe the teacher’s strategies in implementing multimodal listening and speaking to teach narrative texts to senior high school students. It focuses on how the teacher applies multimodal strategies in teaching listening and speaking using narrative texts. A qualitative descriptive research design was employed at a senior high school in Pekalongan, Central Java, Indonesia. The participant was an English teacher with over ten years of experience, selected through purposive sampling based on their active role in teaching oral skills and their familiarity with multimodal strategies. Data were gathered through classroom observations and semi-structured interviews to explore the teacher’s experiences during the implementation of multimodal activities. The data were analyzed using an inductive thematic analysis approach. Findings reveal that the teacher utilized various mediainteractive videos, picture stories, and digital platforms to support students’ understanding of narrative texts and enhance their oral storytelling performance. The teacher also demonstrated adaptability by modifying instructional approaches to suit students’ learning preferences, contributing to a more engaging and meaningful classroom environment. This study provides valuable insights for English teachers, curriculum developers, and policymakers. The findings can inform the design of teacher training programs aimed at enhancing classroom practices through the integration of multimodal resources and narrative-based activities.

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