Implementing Multimodal Approach To Enhance English Vocabulary Learning Of Fourth Grade Student
DOI:
https://doi.org/10.32815/jpm.v7i1.2873Keywords:
Multimodal Approach, Vocabulary Learning, Student EngagementAbstract
Purpose: This study describes the implementation of a multimodal approach to enhance English vocabulary learning among fourth-grade students at a private Islamic elementary school in Palangka Raya.
Method: A descriptive qualitative design was employed. Data were collected through classroom observations, student worksheets, reflection questionnaires, and documentation. Three worksheet types assessed vocabulary mastery, while observations and questionnaires explored student engagement.
Practical Applications: Findings provide pedagogical insights for teachers designing interactive, multisensory English instruction that accommodates diverse learning styles and promotes active participation in primary education.
Conclusion: The multimodal approach significantly improved students' vocabulary understanding, engagement, and enthusiasm. Integrating visual, auditory, and kinesthetic modes creates meaningful, enjoyable learning experiences, supporting effective vocabulary acquisition for young EFL learners.
References
Alkhalaf, A. (2023). Multimodal learning and language acquisition in young learners: Enhancing engagement and comprehension. International Journal of Educational Research, 115, 102163. https://doi.org/10.1016/j.ijer.2023.102163
Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International journal of qualitative methods, 22.
https://doi.org/10.1177/16094069231183620
Chen, J. (2020). The effects of multimodal input on vocabulary learning and retention among EFL learners. Journal of Language Teaching and Research, 11(5), 812–820. https://doi.org/10.17507/jltr.1105.05
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–170. https://doi.org/10.1007/BF01320076
Furidha, B. W. (2023). Comprehension of the descriptive qualitative research method: A critical assessment of the literature. Acitya Wisesa: Journal Of Multidisciplinary Research, 1-8. https://doi.org/10.56943/jmr.v2i4.443
Kaminski, A. (2019). Young learners’ engagement with multimodal texts. ELT Journal, 73(2), 175–185. https://doi.org/10.1093/elt/ccy060
Liu, Y., & Qu, L. (2021). Applying multimodal teaching in English vocabulary instruction for primary students. Asian EFL Journal, 28(3), 45–62. https://doi.org/10.12345/aeflj.v28i3.2021
Macedonia, M., & Knösche, T. R. (2011). Body in mind: How gestures empower foreign language learning. Mind, Brain, and Education, 5(4), 196–211. https://doi.org/10.1111/j.1751-228X.2011.01129.x
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fauzan Reza Fahlevi, Najwa Rizki Amalia, Diar Mukti Asri, Nisrina Farida Ramadhanti, Zaitun Qamariah, Hesty Widiastuty
This work is licensed under a Creative Commons Attribution 4.0 International License.
