EXPLORING THE USE OF MULTIMODALITY IN EFL CLASSROOM

IN KURIKULUM MERDEKA: MULTIMODAL RESOURCES

RESEARCH PROPOSAL

Submitted to the English Education Program of IPI Garut as partial fulfillment of

the requirements for Proposal Seminar

Written by:

R. Rizkiki Azkia Hidayat

20221006

ENGLISH EDUCATION PROGRAM

FACULTY OF SOCIAL SCIENCE LANGUAGE AND LITERATURE

EDUCATION

INSTITUT PENDIDIKAN INDONESIA GARUT

2023
 APPROVAL SHEET

EXPLORING THE USE OF MULTIMODALITY IN EFL CLASSROOM

IN KURIKULUM MERDEKA: MULTIMODAL RESOURCES

By:

R. Rizkiki Azkia Hidayat

20221006

This research proposal has been approved to be examined in the proposal seminar
on October 26th, 2023

First Supervisor Second Supervisor

Dr. Yustika Nur Fajriah, M.Pd. Irsyad Nugraha, M.Pd.

NIDN. 0412069004 NIDN. 0408038304

Acknowledge by:
Head of English Education Program

Anne Ratna Suminar, M.Pd.

NIDN. 0415038601
 ABSTRACT

In Indonesia, the most recent curriculum demands and recommends

the use of multimodality in language classes. The goal of this study is
to explore the use of multimodality in EFL classroom in Kurikulum
Merdeka especially in the use of multimodal resources. A qualitative
case study design will be utilized to achieve the best result. This study
will be conducted in a public senior high school in West Java,
involving one purposive English teacher as the research participant.
Classroom observation, field notes, and interview will be selected as
the data collection techniques. The results will be analyzed by using
inductive analysis.
Keyword: Kurikulum Merdeka, Multimodality, Multimodal resources
 TABLE OF CONTENTS

APPROVAL SHEET.............................................................................................2

ABSTRACT............................................................................................................3

TABLE OF CONTENTS.......................................................................................i

CHAPTER I............................................................................................................1

INTRODUCTION..................................................................................................1

1.1 Background of Study...................................................................................1

1.2 Reasons for Choosing the Topic.................................................................3

1.3 Research Questions......................................................................................3

1.4 Research Objectives.....................................................................................3

1.5 Significance of the Study.............................................................................4

1.6 Definition of Terminologies.........................................................................4

CHAPTER II..........................................................................................................6

LITERATURE REVIEW......................................................................................6

2.1 Multimodality...............................................................................................7

2.1.2 Multimodal Resources..........................................................................8

a. Visual Resources..................................................................................8

b. Auditory Resources.............................................................................9

c. Gestural Resources............................................................................10

d. Spatial Resources...............................................................................10

e. Linguistic Resources..........................................................................11

2.2 Multimodality in Kurikulum Merdeka......................................................12

2.3 Previous Studies.........................................................................................13

CHAPTER III......................................................................................................15

i
RESEARCH METHODOLOGY.......................................................................15

3.1 Research Method........................................................................................15

3.2 Research Design.........................................................................................16

3.3 Research Setting and Participants............................................................16

3.4 Technique of Data Collection....................................................................17

3.4.1 Classroom Observation......................................................................17

3.4.2 Fieldnotes.............................................................................................19

3.4.3 Interviews.............................................................................................19

3.5 Technique of Data Analysis.......................................................................20

3.5.1 Classroom Observations.....................................................................20

3.5.2 Fieldnotes.............................................................................................20

3.5.3 Interview..............................................................................................21

3.6 Research Timeline......................................................................................21

REFERENCES.....................................................................................................iii

APPENDIXES.......................................................................................................ix

ii
 1

CHAPTER I

INTRODUCTION
This chapter elaborates on the introduction part of this paper involving the
background of the study, reasons for choosing the topic, research questions,
research objectives, significance of the study, and definition of terminologies.
1.1 Background of Study
In recent years in the field of education, especially in research on the
language teaching and learning process, multimodality integration has become
increasingly intense. Multimodality refers to the interaction between the use of
different modes that combine text, images, sound, and visuals in language use
(Sari, 2022). This integration is spread across various areas of teaching and
learning, such as teaching materials (Nabifar & Baghermousavi, 2015), language
acquisition practices, and the use of semiotic resources in classes such as EFL
classes (Apriani et al., 2021; Ardiansah, 2017; Qin & Wang, 2021). In the EFL
classroom, integrating multimodality is necessary since students interact with the
various modes of resources in teaching and learning activity that follows the
development of education in this era (Suherdi et al., 2021). Therefore, there is a
need to shift the emphasis of language teaching and learning activities from
mono-modal to multimodal.

Multimodal teaching activities facilitate teachers in providing material,

especially English material, and help students achieve learning goals. In this
study, the term multimodal describes a situation where several modes are used
such as speech, gesture, facial expression, music, writing, graphics, images, 3D,
moving image, video, and so on, where the use of these modes is combined,
carried out intentionally at once, and functions to provide meaning (Ekşi &
Yakışık, 2015). In learning activities, learners may prefer at least one learning
mode, namely visual, aural, textual, or kinesthetic, many of them learn best
through a combination of resources (Gilakjani et al., 2011). Pedagogically, these
resources are sometimes referred to as multimodal resources (Apriani et al.,
2021). It refers to various resources and a combination of modes that can

1
 2

construct meaning (Jewitt et al., 2001). The use of varied multimodal resources
can work together in harmony

2
 2

resulted teaching materials can be better understood and can develop students’
character (Ferstephanie & Pratiwi, 2023), culture, language, and technology that
are useful in their real-life situations. However, the understanding of the term
multimodal resources, especially in Indonesia in Kurikulum Merdeka is still
limited since the change of curriculum is still new. Therefore, it has to be
promoted based on the demand of the curriculum itself (Kurikulum Merdeka,
2022).

In Kurikulum Merdeka (KM), the term multimodality is highlighted along

with the learning approaches that are recommended for teachers to use in the
classroom (Kementrian Pendidikan dan Kebudayaan, n.d.; Kurikulum Merdeka,
2022). Multimodal in KM emphasizes the use of various modes in classroom
teaching, especially language classes (Kurikulum Merdeka, 2022). This is due to
changing times and rapid technological improvements in this era where
technology changes the way teachers and students learn (Rohimajaya et al., 2022).
In the language curriculum in Indonesia, based on SK BSKAP No. 8 of 2022 on
Kurikulum Mereka 2022, one of the objectives of English language learning in the
curriculum is to use multimodal text. Furthermore, the curriculum also aims to
equip students with six linguistic skills: listening, speaking, reading, viewing,
writing, and presenting with different types of multimodal texts. Therefore,
teachers are required to be able to present various multimodal resources in
learning.

Several studies have been carried out regarding the use of multimodal
resources in ELT. Several researches have also been carried out in various
countries, including Spain, Hong Kong, and India (Anis et al., 2023; Girón-García
& Fortanet-Gómez, 2023; Lin, 2006). It revealed those studies only focused on
the multimodal approach and the types of multimodal resources used. Apart from
that, English teachers' mastery of multimodal terms and features is still limited
and must be developed. In the Indonesian context, several studies regarding
multimodal resources, especially in learning, were found (Apriani et al., 2021;
Dallyono & Sukyadi, 2019; Mustofa et al., 2023). It is concluded that the use of
multimodal resources is beneficial in learning, especially for English teachers.
However, the studies still focus only on the types of multimodal resources used in
 3

the classroom without exploring how teachers implement them specifically based
on the categories of multimodal resources themselves. In addition, the studies
related to multimodal in KM written by Sinar, Ganie, and Syarfina (2023) and
Mustofa, Riswanto, and Putra (2023) found that the use of multimodal is highly
recommended because KM demands teachers to create a multimodal-based
classroom. However, they only focus on the types and benefits of using
multimodal, especially in ELT.

Based on the elaboration above, the research on what and how multimodal
resources are used in EFL classes in the KM is still missing, both globally and in
Indonesia. Thus, this research aims to explore the use of multimodality in EFL
classroom in the Kurikulum Merdeka, especially in the use of multimodal
resources. Therefore, it is expected that this research can fill the existing gaps
theoretically and practically.

1.2 Reasons for Choosing the Topic

This topic is selected for some reasons as follows.
1. The use of multimodal is proposed in the current curriculum and
demanded teachers to implement it in the teaching and learning process.
2. The use of multimodal resources is essential in teaching and learning.
Therefore, teachers have to consciously apply and combine the various
modes in the teaching process to be able to achieve the learning goals in
the new curriculum.

1.3 Research Questions

This present study will be purposed to figure out the three research questions
as written as follows.
1. What kinds of multimodal resources are utilized by an EFL teacher under
Kurikulum Merdeka?

2. How does the English teacher use multimodal resources in classroom in

Kurikulum Merdeka?

1.4 Research Objectives

This study will have two main research objectives as follows.
 4

1. To explore the type of multimodal resources that English teacher uses in

the classroom.
2. To investigate the use of multimodal resources in English classroom in
Kurikulum Merdeka.

1.5 Significance of the Study

Based on the study's core issue, exploring and investigating multimodal
resources in KM, some implications will contribute to the four major implications:
theoretical, policy, practical, and professionalism.

1. Theoretically, the purpose of this study is to explore and investigate

multimodal resources in KM in an EFL setting, which is still in its early
stages. The project will also assist EFL teachers in understanding and
implementing multimodal resources in their classrooms.
2. In terms of policy, this study is expected to assist teachers and
stakeholders in Indonesia in strengthening the integration of multimodal
resources in teaching and learning activities.
3. Practically, this study will help teachers, particularly EFL teachers, get
familiar with types of multimodal resources and how they integrate them,
particularly in English instruction. Furthermore, it is intended that the
information written in this study will help teachers to understand and
integrate multimodal resources.
4. Professionally, the findings of this study are intended to help teachers
build new ways of thinking to provide their students with multimodal
resources, as well as rethink the teaching and learning practice in EFL
settings to lead to multimodal-based classroom.

1.6 Definition of Terminologies

1. Multimodality
Multimodality in this study is defined as an orchestration of
multiple meaning-making resources that include linguistic, audio, spatial,
gestural, and visual modes to represent and communicate their
understandings to others shaped and carried by historical, cultural, and
social aspects (The New London Group, 2000). Multimodality also can be
 5

described as meaning created through many representational and

communicational resources located in various modes – which are located
in images, gestures, gazes, body postures, voices, writing, music, speech,
and so on – as a collection of semiotic resources for meaning-making
(Jewitt, 2008; see also Kress & Leeuwen, 2001). Multimodality refers to
the combination of "several" modes of representation, with a combination
of language, print, visual image and design, video, sound, and action
media (Kress et al., 2001).

2. Multimodal Resources
Multimodal resources are defined as a medium of communication that
plays an important role in conveying a message that contains meaning
(Ferstephanie & Pratiwi, 2023). Multimodal resources refer to various
resources and a combination of modes that can construct meaning (Jewitt
et al., 2001).
3. Kurikulum Merdeka
The Kurikulum Merdeka is the newest curriculum in Indonesia which has
been used since 2022 replacing the Kurikulum 2013. In this study,
Kurikulum Merdeka is highlighted in the multimodal section which is used
as a tool and approach in teaching and learning activities (Kurikulum
Merdeka, 2022).
 CHAPTER II

LITERATURE REVIEW
The purpose of this chapter is to present a review of related literature used in this
study. There are four main sections of the literature review discussed in this
chapter. The first section defines the term multimodality. The next section focuses
on multimodality in terms of English language teaching in the EFL context and
Kurikulum Merdeka. The last section elaborates on the published literature on
multimodality and multimodal resources that relate to this study. Below is the
theoretical framework in this study.

Chart 2.1 Theoretical Framework

Kurikulum Merdeka
(Kurikulum Merdeka, 2022)

Multimodality
Kress, 2010; Jewitt, 2008; Kress, Jewitt, Bourne, Franks, Hardcastle, Jones, & Reid,
2005; Van Leeuwen, 2005; Jewitt & Kress, 2003; Kress & Van Leeuwen, 2001

Multimodal Resources
Jewitt, Bezemer, & O'Halloran, 2016; Jewitt et al., 2001; The New London Group,
2000

Visual Auditory Gestural Spatial Linguistic

Resources Resources Resources Resources Resources
Kress ,2009; Jewitt, Kress, 2009; Van Kress ,2009; Kress ,2009;
Kress ,2009;
2008; The New Leeuwen, 2004; The Jewitt, 2008; New Jewitt, 2008; The
Jewitt, 2008; The
London Group 2000 New London Group, The London New London
New London
2000 Group 2000 Group 2000
Group 2000
(Spoken language, (Written text,
(Facial expressions, (Layout,
(Images, Music, Sound Spoken language,
Hand movements, Distance, Size,
Diagrams, Charts, effects, Audio Vocabulary,
Posture, Sign Movements, etc.)
Videos, Digital recordings, Digital Multimodal text,
language, Dance and
tools, etc.) tools, etc.) etc.)
performance, etc.)

6
 7

Further elaboration of the theoretical framework above will be in the next several
sections.

2.1 Multimodality
'Multimodality' is a term now widely used in academic contexts. The
emergence of multimodality comes from the word multimodal. The word
'multimodal' means many ways, seen from the lexical meaning (Hermawan,
2021). As a result, the word ‘multimodal’ creates the word ‘multimodality’ as a
developing scientific discipline. Multimodality is a term used to refer to the way
people communicate using different modes at the same time (Kress & Leeuwen,
2001), to highlight that people use different ways to make meaning (Kress et al.,
2005). As stated by Jewitt (2008) and Kress & Leeuwen (2001), the idea of
multimodality starts with the understanding that language is simply one of many
communicative resources that can be employed to produce, transmit, and interpret
meaning. Thus, the main assumption of multimodality theory is that all
communication is multimodal, and every communicative event involves the
simultaneous use of multiple modes that can actualize meanings that complement,
expand, and/or conflict with each other (Jewitt & Kress, 2010; Leeuwen, 2005).
The term multimodal is relevant because it covers both types of text and the
process of understanding text. To understand the meaning of a text, we must
process multiple modes of print, image, sound, gesture, and animation
simultaneously (Kress et al., 2001).

Multimodality, which is fundamentally based on Halliday's (1985)

theories functional approach, recognizes that all communicative strategies (modes
and media) are located in social and cultural practice. Simply put, language is one
of several modes of communication. Traditional language communication
implications (reading and producing print-based texts) are being challenged, as is
the perception that non-linguistic modes such as the visual are 'simple' or just for
entertainment (Shin & Cimasko, 2008). Instead, major steps must be taken to
comprehend what multimodality entails for both shifting perceptions of language
and classroom practice.
 8

2.1.2 Multimodal Resources

In the concept of multimodality, there are several terms, including
multimodal resources. The word multimodal in multimodal resources refers to the
use or combination of various modes and the word resources refers to forms of
modes or communication tools for meaning, which can be traditional resources or
digital resources (Hermawan, 2021; Jewitt et al., 2016). In connecting them,
multimodal resources can also be defined as a communication medium that plays
an important role in conveying a message that contains meaning (Ferstephanie &
Pratiwi, 2023). In a simple way, multimodal resources refer to various resources
and a combination of modes that can construct meaning (Jewitt et al., 2001).

Multimodal resources can include visual, auditory, gestural, spatial, and

linguistic elements (The New London Group, 2000). Below are some ways
multimodal resources are used in language teaching.

a. Visual Resources
In the teaching of languages, visual resources are a crucial part of multimodal
resources. They include various forms of visual information that can aid in the
understanding and retention of language concepts (Cambrige, 2016; Prodigy,
2023).

 Images: Images can be used to illustrate concepts, provide context, and

stimulate discussion. For example, a picture of a market scene can be used
to teach vocabulary related to shopping.
 Diagrams: Diagrams can help explain complex ideas or processes in a
simplified manner. For example, a diagram showing the structure of a
sentence can be used to teach grammar.
 Charts: Charts can be used to organize information visually, making it
easier to understand and remember. For example, a chart showing
different verb tenses can be used to teach verb conjugation.
 Videos: Videos can provide a rich, immersive learning experience by
combining moving images, sound, and text. For example, a video clip
from a movie can be used to teach dialogue and pronunciation.
 9

 Digital Tools: Numerous digital tools can help create visual content for
language teaching. For example, apps for digital storytelling; PPT for
presentations; etc.

These visual resources can greatly enhance the learning experience by catering to
visual learners, providing context, stimulating interest, and facilitating
understanding.

b. Auditory Resources
Auditory resources are an integral part of multimodal resources in language
teaching. They involve the use of sound to facilitate learning. They can help
students develop listening skills and understand the nuances of pronunciation and
intonation (Cambrige, 2016; Prodigy, 2023). Here are some examples:

 Spoken Language: This is the most direct form of auditory resource.

Teachers can use spoken language to explain concepts, give instructions,
and engage students in discussions.
 Music: Songs or rhythms can be used to teach language, especially for
young learners. For example, a song with repetitive lyrics can help
students remember new vocabulary or grammatical structures.
 Sound Effects: These can be used to create a more immersive learning
environment. For example, playing with the sound of rain while teaching
about the weather can make the lesson more engaging and memorable.
 Audio Recordings: These can include recordings of dialogues, speeches,
or other forms of spoken language. Students can listen to these recordings
to improve their listening skills and understand the nuances of
pronunciation and intonation.
 Digital Tools: Audio content for language instruction can be created using
a variety of digital techniques. Examples include voice recording
applications, audio editing and recording applications like Audacity, etc.

These auditory resources cater to auditory learners and can greatly enhance the
learning experience by providing context, stimulating interest, and facilitating
understanding.
 10

c. Gestural Resources
Gestural resources are a significant part of multimodal resources in language
teaching. They involve the use of body language, facial expressions, and hand
gestures to convey meaning. They can convey meaning and make the learning
process more interactive (Cornel & Drew, 2023; Multimodal Literacy, 2018).

 Facial Expressions: Facial expressions can convey a wide range of

emotions and reactions, providing cues that help to interpret and
contextualize verbal messages.
 Hand Movements: Hand movements or gestures can be used to emphasize
points, indicate size or shape, or signal transitions between ideas.
 Posture: The way a teacher stands or moves can also communicate
meaning. For example, leaning forward can indicate interest or
engagement, while standing straight and still can signal seriousness or
authority.
 Sign Language: For students who are deaf or hard of hearing, sign
language is a crucial gestural resource. It allows them to fully participate
in the learning process.
 Dance and Performance: In live multimodal texts like dance and
performance, gestural mode plays a significant role along with other
modes such as spatial, spoken language, and audio.

These gestural resources can greatly enhance the learning experience by providing
non-verbal cues that complement verbal communication.

d. Spatial Resources
Spatial resources are an important aspect of multimodal resources in language
teaching. They involve the use of space and the arrangement of visual elements to
convey meaning. They can help students understand relationships between
different elements (Multimodal Literacy, 2018; Prodigy, 2023).

 Layout: The arrangement of text and images on a page or screen can

guide the reader’s attention and create a certain flow of information.
 11

 Distance: The proximity or distance between elements can suggest a

relationship or lack thereof. For example, words that are closer together
might be seen as more related than words that are further apart.
 Orientation: The direction in which elements are facing can also convey
meaning. For example, an arrow pointing to the right might suggest
forward movement or progress.
 Size: The size of an element relative to others can indicate its importance
or emphasis.
 Movement: In digital texts, movement through space (such as scrolling or
transitions between slides) can guide the reader’s journey through the
information.

These spatial resources can greatly enhance the learning experience by providing
visual cues that complement verbal communication.

e. Linguistic Resources
Linguistic resources are a fundamental part of multimodal resources in language
teaching. They involve the use of written and spoken language to convey meaning
(Kessler, 2022; Prodigy, 2023).

 Written Text: This is the most direct form of linguistic resource. Teachers
can use written text to explain concepts, give instructions, and engage
students in reading and writing activities.
 Spoken Language: This includes dialogues, speeches, or other forms of
spoken language. Students can listen to these to improve their listening
skills and understand the nuances of pronunciation and intonation.
 Vocabulary: Teaching specific sets of vocabulary is a common linguistic
resource. For example, a teacher may teach a set of ‘city vocabulary’ such
as ‘bridge’, ‘stream’, ‘road’, ‘hospital’, and ‘apartment’ via a cartoon map
featured in a vocabulary book.
 Multimodal Texts: These are texts that combine writing with other modes
like images, sound, and movement. For example, a slideshow presentation
or a webpage can be considered a multimodal text.
 12

These linguistic resources are fundamental to language teaching and can be

enriched by the use of other modes.

In addition, to these resources, digital technology has enabled the creation

of multimodal texts that combine writing, pictures, moving images, and sound.
This has opened up new possibilities for meaning-making in language education
(Apriani et al., 2021; Magnusson & Godhe, 2019). However, it’s important to
note that the use of multimodal resources requires careful planning and
consideration to ensure they effectively support learning.

2.2 Multimodality in Kurikulum Merdeka

Multimodality in the English language teaching curriculum has become an
important part of the Kurikulum Merdeka in Indonesia. This curriculum
encourages the use of a multimodal approach in teaching (Kurikulum Merdeka,
2022). There are three points in the curriculum that are influenced by
multimodality in the context of learning activities in the classroom, especially
language classes. The following is the explanation.

a. Multimodal Literacy

Kurikulum Merdeka emphasizes the importance of multimodal literacy,

namely the ability to read, write, listen, and speak related to the concepts studied
in class (Sinar et al., 2023). Multimodal literacy, focusing on the importance of
teaching English to students in Kurikulum Merdeka. It is important because the
newest curriculum is designed to help students improve their English skills and it
was found that with this curriculum English learning becomes more effective in
terms of improving their skills (Pouw & Mulyanti, 2023).

b. Multimodal Based Learning

To enhance students' ability to communicate multimodally in real-world

contexts, they must implement a multimodal approach to English literacy through
direct fieldwork (Sinar et al., 2023). The multimodal approach emphasizes the
differentiation of learning experiences according to the curriculum (Fajri, 2020);
encourages student autonomy and independent learning (Sinar et al., 2023); and
 13

differentiates learning experiences according to students' learning styles and

preferences/choices (Fajri, 2020)

c. Multimodal Texts

Kurikulum Merdeka also emphasizes language skills with a variety of

multimodal texts (spoken, written, visual, audio, and audio-visual) for various
purposes (genres) and contexts (Kurikulum Merdeka, 2022). This is also related to
the approach used in this curriculum. In learning English based on the KM, the
approach used is a genre-based approach (Kementrian Pendidikan dan
Kebudayaan, n.d.; Kurikulum Merdeka, 2022). This means that English learning
focuses on text genres, whether spoken, written, visual, audio, or multimodal
where communication occurs at the text level, not just sentences (Febriansyah et
al., n.d.).

2.3 Previous Studies

Several previous studies found that research on multimodality has been
widely carried out. However, there are not many studies that focus on multimodal
resources, and those that do exist tend to be less detailed. For example, research
by Öman and Hashemi (2015) from Sweden found that the use of multimodal
resources in the classroom helps the learning process. However, they only focus
on digital modes and are not detailed in terms of the types and how multimodal
resource processes are used in the classroom. Fedorenko & Kravchenko (2023) in
Ukraine revealed that the use of multimodal resources in language learning
provides many benefits but does not provide clear types or processes in the
classroom. So it can be concluded that research on multimodal resources in a
global context has not been carried out in detail.

The organization of research regarding multimodal resources is also still

rarely found in the Indonesian context. Research conducted by Fauziah and Diana
(2023), uses multimodal resources as a tool to support learning. However, it does
not explain in detail the type and process of using the mode. Furthermore,
research by Wulan, Drajati, and Supriadi (2022)regarding multimodality, only
focuses on digital modes, and the term multimodal resources is only mentioned
and does not provide a more detailed explanation regarding it. Nurlely (2023) also
 14

focuses on multimodality as an approach and multimodal resources are only

briefly mentioned as part of multimodality. Thus, even in the Indonesian context,
research on multimodal resources is still very limited.

This situation occurs because the introduction of multimodality, especially

multimodal resources, has not been widespread for a long time. Knowledge about
this is still new, even though, in reality, teachers have definitely implemented
multimodal resources in classroom learning. Furthermore, none of the previous
studies above discussed the relationship between multimodality and multimodal
resources in the curriculum. Therefore, this research will focus on exploring and
investigating the use of multimodal resources in EFL classes in the Kurikulum
Merdeka in order to fill existing gaps.
 CHAPTER III

RESEARCH METHODOLOGY
The previous chapter extended the review of relevant literature used in this study,
which included the discussion of multimodality, multimodal resources in the EFL
context, and Kurikulum Merdeka. This chapter describes in detail the approach
used in this exploration. The discussion begins with a list of research questions,
which is followed by a discussion of the study method and design, research setting
and participant, techniques of data collection, techniques of data analysis, and
research timeline. Furthermore, the study will aim to explore the type of
multimodal resources that English teacher uses in the classroom and to investigate
the use of multimodal resources in the English classroom in Kurikulum Merdeka.
The following research questions are related to the goal of this study:

1. What kinds of multimodal resources are utilized by an EFL teacher under

Kurikulum Merdeka?
2. How does the English teacher use multimodal resources in classroom in
Kurikulum Merdeka?

3.1 Research Method

The study will employ a qualitative method to explore the type of
multimodal resources and to investigate the use of multimodal resources in
Kurikulum Merdeka by an English teacher in the teaching-learning process
Qualitative research is required to accomplish the goals since it typically aims to
provide an in-depth and interpreted understanding of how instances are studied (J.
Creswell, 2009). Following the research questions stated above, this study is
categorized as a qualitative study since it analyzes words rather than numbers,
(Lodico et al., 2010). The use of the qualitative method is suitable in this research
based on its characteristics, such as 'factual' data needed to answer research
questions; when variables can be isolated and defined; and when the question or
problem is known, it is clear and unambiguous (Hammarberg et al., 2016). Thus,
the qualitative method is expected to provide the best answers in this research.

15
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3.2 Research Design

Furthermore, due to the following factors, a qualitative investigation in the
form of a case study design will be used to reach the best answer for the study.
Case study design seeks to answer the question 'how' that it is in line with the
research question (Yin, 2003). This research design also involves intensive
analysis of an individual unit or a person (Baškarada, 2014). The use of case
studies has the potential to give an in-depth understanding of processes rather than
results and to create a complete picture of the research and research participants in
their natural environment (J. Creswell, 2009). In addition, this design is
appropriate for use in this research because it analyzes the case of an event or a
process and examines a single instance of unique interest or program (Baškarada,
2014). Based on previous elaborations, a case study can be a research design that
suits the needs of this research because this case is unique because of the limited
research that examines (content) the integration of multimodal resources in EFL
classroom by an English teacher.

3.3 Research Setting and Participants

The research will be conducted at a public senior high school in a district
in West Java. The school will be selected for various reasons. First, this senior
high school is the first school in one of the districts in West Java that uses the
Kurikulum Merdeka and various multimodal resources at school as well as the
classroom. Second, this senior high school will be chosen because the use of
multimodality in terms of multimodal resources has been suggested and used as
seen from the preliminary study that has been carried out. Lastly, the senior high
school's justification is based on the researcher's capacity to access sites,
authorization, and preparation of knowledge about teachers' and students' crucial
competencies. As a result, this research can be carried out successfully in terms of
setting and participants.

Purposive sampling will be used to identify and select information-rich

cases that involve the identification and selection of individuals or groups of
individuals according to the phenomenon of interest (J. W. Creswell & Clark,
2018). The selection of subjects was based on the goals of the research, with the
expectation that each subject would offer unique data and be essential for the
 17

research (Etikan et al., 2015), which requires researchers to select participants

depending on the specific objectives of the research. This study will involve an
English teacher who has taught for more than 22 years at the senior high school
level. She has experienced several curriculum changes and has already integrated
various types of modes. She is also one of the teachers who provided training on
Kurikulum Merdeka to several schools. Therefore, the choice of the setting and
participant of this research is expected to provide the best environment to explore
the use of multimodal resources.

3.4 Technique of Data Collection

This research will use three data collection techniques to fulfill data
requirements: classroom observations, field notes, and interview. These three data
sources were chosen to obtain validity and efficiency (Morse & Niehaus, 2009).
Furthermore, Bekhet and Zauszniewski (2012) stated that validity is achieved by
using various data collection approaches to carry out triangulation. Data collection
using the three data sources above is a type of triangulation that is often used in
qualitative research (Carter et al., 2014)

3.4.1 Classroom Observation

In qualitative case study research, observation is one of the suggested data
collection methods. It is an activity where researchers capture and analyze the
behavior and activities of individuals or groups at the research location (J. W. . &
C. J. Creswell, 2003). Observation is very useful if the research is concerned with
investigating 'processes' involving several parties and events, which is now
commonplace to assess the teaching process (Lewis & Ritchie, 2003). Classroom
observations are also described as "a bridge between the worlds of theory and
practice" (Zaare, 2013). Thus, observations can reveal a lot about how and why
certain theories or methods work or do not work in local contexts (Zaare, 2013).

In this study, all classroom observation activities and interactions will be

written down and these events will be used as field notes at the end of each
teaching session. In addition, photos will be used to document the activity process
in real time. Sixth meetings will be held to answer the research questions. The
 18

observation will also be written and interpreted. The table below depicts the
classroom observation preparation for this study.

Table 3.1
Classroom Observation Planning
No
Date Focus Lesson Methods
.

1. ... Preliminary study: Field Notes

Observing the teaching and learning practice to

figure out the teacher’s and students’ daily
classroom activities and the availability of
multimodal resources at school and in the
classroom.

2. ... Classroom Observation Field Notes,

Checklist
Observing teacher and students interaction during
the teaching and learning process with the use of
multimodal resources in detail with the use of the
checklist.

3. ... Interview Voice

Recording,
Asking the English teacher several questions
Field Notes
related to the use of multimodal resources in
Kurikulum Merdeka specifically in her
classroom.

In the preliminary study, classroom observations will begin by observing the

teacher's practice before learning, as well as teacher and student interactions in the
classroom. This activity can identify the use of multimodal resources that teachers
will use in each learning process. After preliminary observations, classroom
observations will be carried out with a checklist guide (see Appendix 1) and also
 19

field notes regarding the use of multimodal resources in the classroom learning
process in detail to collect data.

3.4.2 Fieldnotes
To detail the results of observations, field notes will be used as an
important source of data collection. Taking field notes is suggested by the
majority of qualitative research methodologies to enrich the data and offer a rich
context for analysis (J. Creswell, 2009; Lofland & Lofland, 2022). Field notes
give the researcher the chance to capture what they observe and hear outside of
the context of the interview, their thoughts, suggestions for additional fieldwork,
and any issues that might be significant during the process of analysis (Lewis &
Ritchie, 2003). In addition, field notes serve a variety of purposes as well, but they
are particularly useful in developing detailed and rich descriptions of the study
context and in capturing important contextual information from meetings,
interviews, and focus groups (Elo & Kyngäs, 2008; Phillippi & Lauderdale,
2018).

3.4.3 Interviews
Interviews will be employed as the third form of evidence in this
investigation. Interviews can encourage participants to share their own thoughts,
opinions, and impressions in depth (Yin, 2014). It enables the researcher to gather
appropriate information from participants while keeping their attention on the
research issue (Yin, 2014). Semi-structured interviews allow for the exploration of
topics from the perspectives of the participants as well as the expression of
attitudes, ideas, and opinions (Cohen et al., 2007). In addition, semi-structured
interviews were chosen because they allow to add or remove any aspect of the
pre-planned questions. To create an organized interviewing process and enable
participants to build ideas from one issue to the next, the interview questions will
be arranged, ordered, and grouped. The interview will include open-ended
questions (see Appendix 2) to allow participants to express their thoughts and
experiences, as well as to focus on the opinions and experiences of a specific
subject and the structure of a certain theme first, following the research question
(Cohen et al., 2007).
 20

Because the researcher does not want the interview language to be a

barrier to participants' ability to express themselves, the interview will be
conducted in Indonesian. To avoid data loss, interviews will be recorded. During
the interview, extensive notes will be taken. The researcher will transcribe
excerpts from the interviews into English.

3.5 Technique of Data Analysis

This study will explore the use of multimodality in EFL classroom in
Kurikulum Merdeka, especially in multimodal resources. A variety of data
collection activities will be used, including classroom observations, field notes,
and semi-structured interviews to achieve the objective. The data will be gathered
in both English and Indonesian because the study will take place in EFL classes .
Furthermore, Inductive analysis will also be the main tool used for data analysis in
this study. The inductive approach is intended to help understand the meaning of
complex data by compiling a summary of themes or categories from raw data or
what is called data reduction (Thomas, 2003). The result of the inductive analysis
is the specification of the categories into a model or framework that summarizes
the raw data and conveys the main themes and processes. All data obtained will be
interpreted as the result of data analysis. Below are the explanations for each
technique.

3.5.1 Classroom Observations

During the teaching and learning process, observational data will be
collected. Everything that happens in the classroom will be written by the
researcher. The notes will be carefully reviewed for common patterns and themes
based on the checklist adopted from The New London Group (2000) about
multimodal resources. Moreover, it will be categorized into the main themes and
interpreted based on the framework and the theories.

3.5.2 Fieldnotes
The use of field notes in this study will support the classroom observation
results. It will be divided into two different field notes writing activities. The first
form will capture the activities of the integration of multimodal resources in
teaching and learning activities. The second form will focus on the use of
 21

multimodal resources that will be mainly classified into the framework of it. The
use of field notes encourages researchers to enhance data and provide context for
analysis (J. W. . & C. J. Creswell, 2003; Lofland & Lofland, 2022).

3.5.3 Interview
It will be accomplished using three data analysis steps: transcription,
categorization, and interpretation. The data will be precisely and accurately
assessed during transcribing based on the interview results. The next step is
categorizing the responses of the participants into some topics. The outcomes of
all previous steps will be connected to the theory that is relevant to this research
while evaluating data. The teacher’s name will be substituted with a pseudonym
during the transcription stage (Silverman, 2014).

3.6 Research Timeline

Below is the research timeline that this study will pass for the next three
months.

Months
No. Activities
Sept. Oct. Nov. Dec. Jan. Feb.
1. Preliminary study
2. Research proposal
examination
3. Data collection
activities
4. Data analysis
5. Finalization
6. Research examination

Based on the table above, it is shown that this study has done the preliminary
observation on September 2023. In October, it is expected that the research
proposal will be held on time. In the next two months, in November and
December, the data collection activities and the data analysis will be deliberated
as well. The finalization of the results will probably be done approximately in
January 2024. Therefore, it is expected that the research examination for the
undergraduate thesis entitled “Exploring the Use of Multimodality in EFL
Classroom in Kurikulum Merdeka: Multimodal Resources” will be finished in
February 2024.
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vii
 APPENDIXES
Appendix 1: Observation Checklist
The table of observation checklist was adapted from The New London
Group (2000).

No. Multimodal resources Checklist Evidence

Yes No
1. Visual Resources
a. Images
b. Diagrams
c. Charts
d. Videos
e. Digital tools
f. Etc.
2. Auditory Resources
a. Spoken language
b. Music
c. Sound effects
d. Audio recordings
e. Digital tools
f. Etc.
3. Gestural Resources
a. Facial expressions
b. Hand movements
c. Posture
d. Sign language
e. Dance and performance
f. Etc.
4. Spatial Resources
a. Layout
b. Distance
c. Orientation
d. Size
e. Movements
f. Etc.
5. Linguistic Resources
a. Written text
b. Spoken language
c. Vocabulary
d. Multimodal text
e. Etc.
6. Integration of Multimodal
Resources

ix
Appendix 2: Interview Questions

The interview questions were adapted from The New London Group
(2000).

1) Do multimodal resources help you in teaching?

2) In your opinion, how effectively are multimodal resources used in
learning activities?
3) Why do you often use modes (certain dominant modes) in classroom
learning activities?
4) How do you determine that a mode is suitable for teaching a
particular material?
5) Do children seem more engaged when you use a variety of
multimodal resources in learning activities? What do you think?
6) Where do you get the idea to apply and combine the existing modes
for teaching and learning activities?