INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KETERAMPILAN MULTILITERASI
DOI:
https://doi.org/10.31961/intekna.v20i2.892Kata Kunci:
Bahasa Inggris, integrasi, literasi, multiliterasi, teknologiAbstrak
Artikel ini bertujuan untuk mengkaji integrasi teknologi untuk meningkatkan keterampilan multiliterasi dalam pembelajaran bahasa Inggris. Keterampilan multiliterasi mencakup keterampilan membaca, menulis, berbicara, dan menguasai teknologi yang berkesesuaian dengan konteks ujaran, budaya, dan media. Peningkatan keterampilan multiliterasi ini selaras dengan tujuan pendidikan literasi abad ke-21 yang menitikberatkan pada upaya menghasilkan individu yang mempunyai kompetensi komunikasi yang unggul dalam multikonteks, multibudaya, dan multimedia melalui pemberdayaan multiintelegensi yang dimilikinya. Dalam perspektif multiliterasi, multikonteks berarti bahwa keterampilan literasi berkenaan dengan beragam konteks baik konteks situasi maupun konteks keilmuan. Multibudaya berkaitan erat dengan konsep literasi kritis yang menyatakan bahwa sebuah teks selalu problematis dan tidak bersifat tunabudaya. Sebuah teks yang ditulis akan dipengaruhi oleh ideologi dan latar belakang sosial, politik, dan budaya seorang penulis. Dimensi multimedia berkaitan dengan penggunaan beragam media baik media konvesional dan digital dalam praktik-praktik literasi. Pembahasan dalam kajian ini akan mencakup dua tema utama yaitu konsep multiliterasi, dan integrasi teknologi dalam meningkatkan keterampilan multiliterasi dalam pembelajaran bahasa Inggris. Seyogyanya hasil dari ulasan literatur ini mampu memberikan kontribusi dan implikasi pedagogi yang sesuai dengan pembelajaran bahasa Inggris abad 21.Bahasa Inggris, integrasi, literasi, multiliterasi, teknologi
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Referensi
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34. Freire, P., & Macedo, D. P. (1987). Literacy : reading the word & the world. South Hadley, Mass.: Bergin & Garvey Publishers.
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37. Shoffner, M., de Oliveira, L. C., & Angus, R. (2010). Multiliteracies in the secondary english classroom: Becoming literate in the 21st century. English Teaching, 9(3), 75–89.
38. Siegel, M. (2012). New Times for Multimodality ? Confronting the Accountability Culture, 55(May), 671–680.
39. Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham, UK: Open University Press.
40. Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum.
41. Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, 32–47. https://doi.org/10.4018/978-1-60566-120-9.ch003
42. Walsh, M., & Durrant, C. (2013). Literacy Teacher Educators. Literacy Teacher Educators: Preparing Teachers for a Changing World. https://doi.org/10.1007/978-94-6209-200-6
43. Warschauer, M. (2007). A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education, 106, 147-166. doi:10.1111/j.1744-7984.2007.00118.x10.1111/j.1744-7984.2007.00118.x
44. Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31(02), 57. https://doi.org/10.1017/S0261444800012970
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46. Zammit, K., & Downes, T. (2002). New learning environments and the mulitliterate individual: A framework for educators. Australian Journal of Language & Literacy, 25(2), 24–36.
2. Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Newark, DE: International Reading Association.
3. Bean, T. and Harper, H. (2011). The context of English language arts learning: The high school years. In Diane Lapp, & Douglas Fisher (Eds.), Handbook of research on teaching the English language arts, 60-68. New York, NY: Routledge.
4. Bush, M. D., & Terry, R. M. (1997). Technology-enhanced language learning. Lincolnwood, IL: National Textbook Company.
5. Campbell, Breanne S. (2015). From literacy to literacies: Negotiating multiple literacies in the English classroom. Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education. Paper 61. http://digitalcommons.unl.edu/teachlearnstudent/61
6. Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
7. Cope, B. and Kalantzis, M. (eds.): (1993). The Powers of Literacy: Genre Approaches to Teaching Writing, Falmer Press (UK edition) and University of Pennsylvania Press (US edition), London and Pittsburgh.
8. Cope, B., & Kalantzis, M. (2009). “Multiliteraciesâ€: New Literacies, New Learning. Pedagogies: An International Journal (Vol. 4). https://doi.org/10.1080/15544800903076044
9. Cope, B., & Kalantzis, m. (2015). A pedagogy of multiliteracies. Learning by design. United Kingdom: Palgrave Macmillan
10. Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. South Yarra, Australia: Macmillan.
11. Cope, Bill and Mary Kalantzis. 2015. "The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies." Pp. 1-36 in A Pedagogy of Multiliteracies: Learning By Design, edited by B. Cope and M. Kalantzis. London: Palgrave. |
12. Cope,B. Kalantzis, M. (2000). Introduction: Multiliteracies: The beginnings of an idea. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 3-8). South Yarra, VIC: MacMillan.
13. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Greenwood, CT: Praeger.
14. Ganapathy, M. (2016). The Effects of Using Multimodal Approaches in Meaning-Making of 21st Century Literacy Texts Among ESL Students in a Private School in Malaysia. Advances in Language and Literary Studies, 7(2). https://doi.org/10.7575/aiac.alls.v.7n.2p.143
15. Hilton, A., Nichols, K., & Gitsaki, C. (2010). Multiliteracies in secondary chemistry: A model for using digital technologies to scaffold the development of students’ chemical literacy. In D. L. Pullen & D. R. Cole (Eds.), Handbook of research on multiliteracies and technology enhanced education: Social practice and the global classroom (pp. 186–208). Hershey, PA: IGI Global.
16. Howe, N., & Strauss, W. (1991). Generations: the history of America’s future, 1584 to 2069.
17. Hubbard, Philip, & Levy, M. (2006). The scope of CALL education. In Philip Hubbard & M. Levy (Eds.), Teacher Education in CALL (pp. 3–21). Amsterdam, The Netherlands: John Benjamins.
18. Hung, H. T., Chiu, Y. C. J., & Yeh, H. C. (2013). Multimodal assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 44(3), 400–409. https://doi.org/10.1111/j.1467-8535.2012.01337.x
19. Iyer, R., & Luke, C. (2010). Multimodal, multilit- eracies: Texts and literacies for the 21st century. In D. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social practice and the gobal classroom. Hershey, PA: IGI Global. Retrieved from http://lib.myilibrary. com?ID=217209
20. Iyer, R., & Luke, C. (2010). Multimodal, multiliteracies: Texts and literacies for the 21st century. In D. L. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social practice and global classroom (pp. 18-34). New York: Information Science Reference.
21. Jewitt, C. (2008). Multimodality and literacy in school classroom. Review of Research in Education, 32, 241-267.
22. Kalantzis, M., & Cope, B. (2005). Learning by design. Melbourne, Australia: Victorian Schools Innovation Commission and Common Ground Publishing
23. Kalantzis, M., & Cope, B. (Eds.). (2005). Learning by design. Melbourne, VIC: Victorian Schools Innovation Commission and Common Ground.
24. Kress, G. (2003). Literacy in the media age. London: Routledge.

25. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. New York, NY: Routledge.
26. Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
27. Lankshear, C. & Knobel, M. (2011). New literacies: Everyday practices and social learning. New York: Open University Press, McGraw-Hill Education.
28. Luke, A. (1995). Text and discourse analysis in education: An introduction to critical discourse analysis. Rev.Res.Ed. 21:1-48.
29. Luke, A. (2000). Critical literacy in Australia. Journal of Adolescent & Adult Literacy, 43(5), 448-461.
30. McLaughlin, M., & DeVoogd, G. L. (2004). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.
31. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Learning Design, 1(3), 61–72. Retrieved from http://www.jld.qut.edu.au/publications/vol1no3/documents/discovering design.pdf
32. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
33. New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In Cope, B., & Kalantzis, M. (Eds.), Multiliteracies: Literacy learning and design social futures (pp. 9–37). Melbourne, Australia: Macmillan.
34. Freire, P., & Macedo, D. P. (1987). Literacy : reading the word & the world. South Hadley, Mass.: Bergin & Garvey Publishers.
35. Prensky, M. (2001b). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
36. Rosen, L. (2010). Rewired: Understanding the iGeneration and the way they learn. New York, NY: Palgrave Macmillan.
37. Shoffner, M., de Oliveira, L. C., & Angus, R. (2010). Multiliteracies in the secondary english classroom: Becoming literate in the 21st century. English Teaching, 9(3), 75–89.
38. Siegel, M. (2012). New Times for Multimodality ? Confronting the Accountability Culture, 55(May), 671–680.
39. Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham, UK: Open University Press.
40. Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum.
41. Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, 32–47. https://doi.org/10.4018/978-1-60566-120-9.ch003
42. Walsh, M., & Durrant, C. (2013). Literacy Teacher Educators. Literacy Teacher Educators: Preparing Teachers for a Changing World. https://doi.org/10.1007/978-94-6209-200-6
43. Warschauer, M. (2007). A teacher’s place in the digital divide. Yearbook of the National Society for the Study of Education, 106, 147-166. doi:10.1111/j.1744-7984.2007.00118.x10.1111/j.1744-7984.2007.00118.x
44. Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31(02), 57. https://doi.org/10.1017/S0261444800012970
45. Warschauer, M., & Kern, R. (2000). Network-based langauge teaching: Concpets and practice. New York: Cambridge University Press.
46. Zammit, K., & Downes, T. (2002). New learning environments and the mulitliterate individual: A framework for educators. Australian Journal of Language & Literacy, 25(2), 24–36.
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Diterbitkan
30-11-2020
Cara Mengutip
Kustini, S. (2020). INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KETERAMPILAN MULTILITERASI. INTEKNA Informasi Teknik Dan Niaga, 20(2), 86–94. https://doi.org/10.31961/intekna.v20i2.892
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