Digital Multimodal Composing: An Innovative Approach to Teaching English for Computer Science at STIKOM Tunas Bangsa
DOI:
https://doi.org/10.65309/yz342f64Keywords:
Digital Multimodal Composing, English for Computer Science, Digital Literacy, Professional Communication, Information Systems StudentsAbstract
This research explores the implementation of Digital Multimodal Composing (DMC) as an innovative pedagogical approach in teaching English for Computer Science at STIKOM Tunas Bangsa. In the era of digital transformation and Merdeka Belajar curriculum, integrating multimodal literacy into English language learning is essential to enhance students’ communicative competence and digital skills. This research employs a mixed-method approach, combining quantitative data from students’ performance and qualitative data from interviews and classroom observations. The findings reveal that DMC significantly improves students’ engagement, creativity, and language proficiency, particularly in reading and writing skills relevant to computer science contexts. Furthermore, students demonstrate increased motivation and autonomy in learning through multimodal tasks such as digital storytelling, video presentations, and interactive media production. The study also identifies challenges including technological limitations and varying levels of digital literacy among students. However, these challenges are mitigated through collaborative learning and guided instruction. The research concludes that Digital Multimodal Composing is an effective and transformative approach for English for Computer Science, aligning with global educational trends and the Indonesian curriculum reform.
References
Afifah L, Indriwardhani SP, Retnantiti S, U. R. (2023). Digitalization: Improving The Literacy of Foreign Language Learners Through Multimodal Texts. Lire J (Journal Linguist Lit., 7 (1): 177.
Andrea J, Sakinah F, G. N. (2024). Merdeka Belajar Dalam Revolusi Pendidikan Indonesia Di Era Disrupsi. Pendas J Ilm Pendidik Dasar, 9(2) 7158-.
Ayaz AD, E. I. (2021). DMC and Individual Differences: A Path Analytical Investigation in Turkish EFL Context. Cukurova Univ Fac Educ J., 50 (2): 66.
Belcher DD. (2017). On Becoming Facilitators of Multimodal Composing and Digital Design. J Second Lang Writ, 38, 80–85.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Ismail X, E. B. (2021). Directed Motivational Currents (DMCs) in Self-Directed Language Learning: A Interpretative Phenomenological Analysis. J Lang Educ., 7 (3 (27)), 297–306.
Jiang L, Yu S, Z. Y. (2020). An EFL Teacher’s Investment in Digital Multimodal Composing. ELT J, 74 (3), 297–306.
Jiang L, Yu S, Z. Y. (2022). Incorporating Digital Multimodal Composing Through Collaborative Action Research: Challenges and Coping Strategies. Technol Pedagog Educ, 31 (1), 45–61.
Jiang L, R. W. (2021). Digital Multimodal Composing in L2 Learning: Ideologies and Impact. J Lang Identity Educ, 20 (3) : 1.
Jiang LG, H. C. (2024). Digital Multimodal Composing in L2 Classrooms: A Research Agenda. Lang Teach, 1–19.
K., C. (2023). Mutiliteracies and Self-Directed Laguage Learning in an Academic Setting. Eur J Lang Policy, 15 (2): 24.
Lestari AD, Safitri W, Nurcholis IA, J. S. (2024). Penerapan Metode Pembelajaran Inovatif Berbasis Teknologi Pada Mata Pelajaran Bahasa Inggris Menggunakan Aplikasi Duolingo Pada Siswa Kelas 4 Di SD Negeri 18 Kepahiang. J. Pendidik Integr., 5 (4).
Li M, L. M. (2021). Digital Multimodal Composing. Res Teach Second Lng Writ Digit Age, 79–112.
Lotherington H, J. J. (2011). Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annu Rev Appl Linguist [Internet], 2011/09/02, 2; 31, 226–246. https://www.cambridge.org/core/product/3272B0C027D5461FA5B23946159B342A
Poupore G. (2024). Learner Engagement, Directed Motivational Currents, and Project-Based Learning: A Pedagogical Intervention with English Learners. English Tech Learn., 48 (2): 21.
Putra IED, Rusdinal R, Ananda A, G. N. (2023). Perbandingan Kurikulum Pendidikan Indonesia dan Finlandia. J Educ, 6(1): 7346.
Trisanti N, Sukyandi D, S. D. (2022). Digital Multimodal Composing Usage in EFL Secondary Classroom. In: Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022). Atlantis Press, 375–382.
Wahyuni DS, Rozimela Y, Ardi H, M. M. (2024). Integrating Education For Sustainable Development into English for Computer Science: Students’ and Lectures’ Perspectives. English Educ J., 15 (1), 44–55.
Wang D, L. D. (2022). Exploring Multiteracies and Multimodal Pedagogies in Chinese Language Teaching: A Teacher’s One-Year Action Learning Circle. Int J Comput Lang Learn Teach, 1–19.
Widyahening CET, Handayani S, Al Hakim L, Sari Al, M. I. (2024). Tantangan dan Tren Dalam Pendidikan Bahasa Inggris: Panduan Praktis Untuk Guru Profesional. UnisriPress.
Yakin A, Khang A, Muthmainnah M, Elngar AA, Siripipatthanakul S, L. P. (2025). Unraveling the Quantum Robotics Evolution. CRC Press, 349–372.
Yu S, Di Zhang E, L. C. (2024). Research into Practice: Digital Multimodal Composition in Second Language Writing. Lang Tech, 1–17.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Fitri Fitri, Rizky Khairunnisa Sormin (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
