TEACHERS’ EXPERIENCES IN USING MULTIMODAL DIGITAL LITERACY FOR TEACHING SPEAKING

This study aims to explore the use of multimodal digital literacy in teaching speaking skill. This research employed a qualitative approach with a narrative design. The study was conducted at an Islamic boarding school in Indonesia with two English Junior High School teachers as the key informants. Data were collected through interviews and reflective journals, and analyzed using thematic analysis.
The findings highlighted five key aspects of the teachers’ experiences in integrating multimodal digital literacy into their speaking instruction: 1) In terms of Multimodality text types, both teachers frequently used a combination of static and dynamic text which supported digital multimodal. 2) For communication mode, both teachers commonly employed a combination of all communication modes. 3) Regarding ICT literacy, both teachers demonstrate a reasonably good level of ICT literacy however, it still need additional training in using various learning platforms.
4) For information literacy, both teachers having good experiences in accessing, using, organizing, presenting, and evaluating however, only the first teacher who had ever created an instructional material. 5) For critical literacy, both teachers frequently asked the students to give feedbacks, and encouraged themselves to pose reflective questions, and applied problem-solving. Thus, this study revealed that digital multimodal literacy can build the digital literacy skills of teachers at Islamic Boarding School and it proves that there is already an equal distribution of digital literacy adaptation through the willingness and high creativity of teachers.