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Multiliteracy in Pedagogy: Video Mediated Speaking in Google Classroom

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Multiliteracy in Pedagogy: Video Mediated Speaking in Google Classroom CULI Research Seminar 2019 Multiliteracy in Pedagogy: Video Mediated Speaking in Google Classroom Laela Hikmah Nurbatra University of Muhammadiyah Malang Abstract The use of social networks and online learning platform has been embraced in EFL learning. In regards to that, multiliteracy in this current research is highlighted as educational innovation which can be explored through Google classroom. As a shift mode from traditional learning which simply regards education as a process in transferring knowledge, multiliteracy is seen as endless meaning construction from various resources in various contexts (Rivas & Cardozo, 2018). With the urgency to explore multiliteracy in an online EFL learning platform, this study presents the way video-mediated speaking activities contribute to multiliteracy theoretical framework. In Indonesian context, this study uses multiliteracy as a theoretical framework to analyze video-mediated speaking in Google classroom. In doing so, the paper presents suggestions on how multiliteracy can be developed in digital learning. Conducted in qualitative research design, the data were collected through classroom documents and classroom observation. The result revealed that there are six stages in implementing multiliteracy in speaking class in Google Classroom. Firstly, teacher gave clear instruction; secondly the students gather relevant information; thirdly the students practice their speaking and record the video; next, the students upload the result to the virtual class; then the students review each other's work; and lastly the students and teacher discuss the process in the classroom. Key words: Multiliteracy, EFL, virtual classroom, Google Classroom, digital world 19 CULI Research Seminar 2019 Introduction Internet has enabled people to easily communicate with others; accordingly, it may shape what people believe, see and do (Penuel & O'connor, 2018). Today's Pedagogy has been transformed along with the rapid development of technology and internet of things. In addition, the transformation is urgently required to accommodate the students who are now also known as digital native generation. Indeed, digital native generation can be identified from the heavily used social media and technology in every aspect of life. Students of the 21st century need to be multiliterate with various knowledge and skills to use technological resources in their daily lives (Puteh-Behak & Ismail, 2018). They prefer to use the smartphone along with its various applications for entertainment, academic, social or personal purposes. In accordance with that, teachers are challenged to be able to cope with the learners. Isno (2017) supports the view by stating that 21st century teachers are demanded to have adequate knowledge and understanding of technology utilization in the classroom. That is why the teacher education program also addresses the practice of using technology in language teaching (Hubbard, 2017). They need to expand their expertise by implementing 21st-century learning which is a major shift from the traditional pedagogy. The shift can be done by integrating technology in multiliteracy. Multiliteracy is the expansion of conventional literacy which mainly refers to the skill of reading and writing the printed media (Thibaut & Curwood, 2018). It means that the traditional concept of literacy only focuses on reading and writing skills without adequately gives room for speaking and listening. This concept was then transformed into the various skills applied in multi modalities (Kent, 2018). New London Group defined multiliteracy as "different kinds of pedagogy, one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural response (NLG, 1996). Regarding this, Smith, Stornaiuolo and Phillips (Smith, Stornaiuolo, & Phillips, 2018) stated that multiplicity indeed is the key term to understand this contemporary literacy practices. They added that the concept is identified beyond writing and reading various forms of text and the use of technological tools. It identifies the various audio, visual, spatial, gestural and behavioral modes of meaning-making (Cope &Kalantzis, 2009 as cited in Blyth, 2018). In Schroeter's view (2019), multiliteracy goes beyond decoding and encoding text as it is socially situated. 20 CULI Research Seminar 2019 Multiliteracy can also be recognized in other terms such as new literacies and multiple literacies (Puteh-Behak & Ismail, 2018). Several studies have advocated multiliteracy in English teaching. Nuroh, Wati, and Rindaningsih (2019), as an example, reported that the use of multiliteracy pedagogy have improved the students' critical and creative thinking. Critical thinking is highlighted because, in their research, the students review all the existing phenomena in their task by looking at cultural and social context. In addition, creativity also exists when they explore their understanding and utilize technological devices or applications. There are four learning activities in multiliteracy framework: the students experience a text by expressing their opinion, thoughts, and feeling; analyze the sociocultural dimension of the topic; and lastly, apply the knowledge into a new language product creatively (Paesani, 2018). In the context of teaching writing, the implementation of multiliteracy is divided into three stages. The first stage is the teacher introduces the concept of multiliteracy. The second stage is the framework, in which the students participated in steps of writing process. In this stage, students involved in diverse modes of mean making processes such as audio, linguistics, visual, gestural, and spatial. The students are also utilized online application or software in this stage. The last stage is reflection which means that the students write their reflection of multiliteracy framework they have done. (Nabhan, 2019). Multiliteracy framework was also used in the literature class by incorporating students' collaboration and the use of multimodality in the meaning-making process (Nuroh et al., 2019). However, the implementation of multiliteracy also can be challenging. The first challenge is on the use of technology which is regarded as a potential danger. It was reported that Chinese parents believed that the excessive use of technological devices such as smartphones or computers may lead to the students' failure at school (Kohnen & Adams, 2019). It means that the multiliteracy framework needs to transform the way people perceive technology. The second challenge is on the students' digital skills. It means that the students in their multiliteracy experience may find difficulties in their participation due to their lack of digital skills. Kohnen and Adams (2019) also identified students' digital skill shape their performance in a multiliteracy framework. 21 CULI Research Seminar 2019 Given that multiliteracy has been advocated for its benefits in the 21st-century learning, the present research focuses on the implementation of multiliteracy pedagogy using video-mediated speaking in Google classroom. Research questions Specifically, the present research addresses the question: 1. What are the steps of multiliteracy in video-mediated speaking in Google Classroom? 2. How are the steps implemented in the lesson? Research objective The objective of the current research is to suggest how to implement multiliteracy in Google Classroom speaking class. Instead of focusing on conventional literacy highlights reading and writing printed media, the research used multiliteracy which also focuses on other skills such as speaking and listening which can be supported by the Google classroom as a digital learning platform. Site and participants This research took place during the odd semester of the 2017-2018 academic year. The research was conducted at the University of Muhammadiyah Malang, Indonesia. Besides, the participants of the research were thirty-six students aged 18-19 years old who enrolled in the Critical Listening subject, who consists of 9 males and 23 females; and the researcher as the teacher. Both students and teachers engaged in Google Classroom as the digital learning platform used for the particular subject. Research methodology In order to answer the research questions, qualitative was used as the research design. Qualitative was selected as the researcher intends to describe the phenomenon being investigated. Regarding this, the phenomenon is the implementation of multiliteracy in Google Classroom. To reach the research objective, the researcher employed two research instruments such as class observation and document. 22 CULI Research Seminar 2019 Particularly, the data of this research was collected through participant observation and document analysis. Participant observation was conducted as the researcher was the teacher of the class who intensively observe the class both virtually in Google Classroom and the conventional classroom. Moreover, the observation was done in order to get data about steps in implementing multiliteracy in video-mediated speaking activity. Additionally, the classroom document was taken as data for this research in the form of the students' posts as well as their comments in the Google Classroom. The data was required in order to know how the students perform on each stage of the multiliteracy practices. The data was then analyzed by coding the text for theme and description. The findings of the research were validated using
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