Multimodality in teacher-developed english worksheets: features and challenges

This study aimed to analyze the multimodal features in teacher-developed English worksheets and explore the challenges faced by teachers in developing their multimodal worksheets. The Indonesian Merdeka Curriculum promotes the integration of multimodal texts in English language learning, highlighting the importance of students’ ability to understand multimodal texts. Previous studies focused on multimodality implementation, learning material development, students’ competencies, teachers’ experiences and challenges in implementing multimodal and technology-based resources. A qualitative approach with purposive sampling was employed. The participants were three English teachers with more than five years of teaching experience who had developed multimodal worksheets. Data was collected through worksheet analysis and teachers’ interviews. The findings revealed that the worksheets contained four main modes: visual, linguistic, spatial, and audio which were integrated to construct meaning. Two forms of integration were identified, they are visual-linguistic-spatial and audio-linguistic-spatial modes. The integration of modes supported various learning activities, including information representation, reading comprehension, and listening tasks. Furthermore, teachers faced challenges in finding relevant materials, addressing students’ proficiency levels, and selecting authentic materials that matched instructional needs.