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THESIS DEVELOPING MULTIMODAL TEXTS TO IMPROVE READING AND VIEWING SKILLS FOR THE NINTH GRADERS OF SMP NEGERI 13 MAGELANG

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This study aimed to develop multimodal instructional materials to support
the reading and viewing skills of ninth-grade students at SMP Negeri 13 Magelang
and to evaluate their feasibility for classroom use. The study was conducted in
response to the need for instructional materials that align with the principles of
multimodal learning, the Genre-Based Approach (GBA), and the English learning
outcomes of the Merdeka Curriculum targeting CEFR Level A2. The developed
multimodal instructional materials were subsequently compiled into a print-based
workbook to facilitate classroom implementation.
This research employed a Research and Development (R&D) design using
the ADDIE model, consisting of Analysis, Design, Development, Implementation,
and Evaluation. The implementation stage was carried out through two cycles of
Classroom Action Research (CAR) involving 32 ninth-grade students. Data were
collected through classroom observation, teacher interviews, students'
questionnaires, expert validation sheets, reading and viewing tests, and field notes.
The quantitative data were analyzed descriptively using mean scores and
percentage distributions, while qualitative data were analyzed through data
reduction, data display, and conclusion drawing.
The findings indicated that the existing instructional materials were
predominantly text-based and provided limited support for the development of
students' reading and viewing skills. Based on the identified needs, a print-based
multimodal workbook integrating informational report texts, photographs,
illustrations, icons, color coding, and structured learning activities was developed.
The expert validation results indicated that the workbook was feasible for classroom
implementation after minor revisions related to language appropriateness,
instructional clarity, learning scaffolding, and multimodal integration. During the
implementation stage, students' average achievement improved from 72.50 in Cycle
I to 78.33 in Cycle II. Furthermore, students expressed positive responses toward
the developed workbook, indicating that it was clear, engaging, and helpful in
supporting their learning.
In conclusion, the developed print-based multimodal workbook is feasible
as an instructional material for supporting the reading and viewing skills of ninth
grade students at CEFR Level A2. The workbook also provides an alternative
learning resource that integrates multimodal elements into English language
teaching within the Genre-Based Approach.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

PASCA-INGGRIS SIS D 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XV;258 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

FAKULTAS_FKIP
PRODI_S2_PENDIDIKAN_BAHASA_INGGRIS

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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