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Exploring Multimodality in Teaching Writing: A Narrative Inquiry of an English Teacher in an Indonesian Senior High School

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 9 No. 1 (2026) · hlm. 108–114

DOI
10.34050/els-jish.v9i1.49865
ISSN
2621-0835, 2621-0843
Terbit
2026-03-08
Penerbit
Hasanuddin University
Bahasa
en
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Using multimodality in teaching second language writing allows English teachers to creatively combine two or modes in describing what goes on at each stage of the writing process. Studies confirmed that multimodality in teaching English as a foreign language could help to activate classroom atmosphere and inspiring students’ motivation. However, studies focusing on multimodality in teaching writing are still limited. Thus, this study aims at exploring the modes employed by the teacher in teaching writing and investigating how the teacher combined those methods in describing each stage of the writing process. By using narrative inquiry, the researchers obtained the data mainly by using the semi-structured interview. The participant of this study was an English teacher in a high school. The findings stated that a teacher employed modes like visual display, classroom layout, voice quality, gesture, and body movement in teaching writing. The teacher then combined those modes in describing stages of the writing process by designing some activities involving students’ active participation and group work. This study has implications for teachers and researchers interested in exploring multimodality in teaching English particularly in writing and generally in other skills, listening, speaking, and reading.

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7 penulis · 9 tautan kepenulisan bersama · 4 lintas organisasi

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  • Sumatera Institute of Technology
  • Sebelas Maret University
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Rekan penulisOrganisasiArtikel bersama
Suparno SuparnoSebelas Maret University1
Abdul AsibSebelas Maret University1
Ardesia WinantaSebelas Maret University1
Reza PustikaSumatera Institute of Technology1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, pertama di-harvest 3 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Exploring Multimodality in Teaching Writing: A Narrative Inquiry of an English Teacher in an Indonesian Senior High School</dc:title>
	<dc:creator xml:lang="en">Nur Cholifah, Anjar</dc:creator>
	<dc:creator xml:lang="en">Alfaruqy, Doni</dc:creator>
	<dc:creator xml:lang="en">Setyawan, Harits</dc:creator>
	<dc:subject xml:lang="en">Multimodality</dc:subject>
	<dc:subject xml:lang="en">Second Language Writing</dc:subject>
	<dc:subject xml:lang="en">Narrative Inquiry</dc:subject>
	<dc:description xml:lang="en">Using multimodality in teaching second language writing allows English teachers to creatively combine two or modes in describing what goes on at each stage of the writing process. Studies confirmed that multimodality in teaching English as a foreign language could help to activate classroom atmosphere and inspiring students’ motivation. However, studies focusing on multimodality in teaching writing are still limited. Thus, this study aims at exploring the modes employed by the teacher in teaching writing and investigating how the teacher combined those methods in describing each stage of the writing process. By using narrative inquiry, the researchers obtained the data mainly by using the semi-structured interview. The participant of this study was an English teacher in a high school. The findings stated that a teacher employed modes like visual display, classroom layout, voice quality, gesture, and body movement in teaching writing. The teacher then combined those modes in describing stages of the writing process by designing some activities involving students’ active participation and group work. This study has implications for teachers and researchers interested in exploring multimodality in teaching English particularly in writing and generally in other skills, listening, speaking, and reading.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2026-03-08</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/49865</dc:identifier>
	<dc:identifier>10.34050/els-jish.v9i1.49865</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 9 No. 1 (2026): MARCH; 108-114</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v9i1</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/49865/14206</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Anjar Nur Cholifah, Doni Alfaruqy, Harits Setyawan</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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