INTEGRATING THE DIGITAL MULTIMODAL PRESENTATION AND DIGITAL MULTIMODAL COMPOSITION IN ACADEMIC SPEAKING CLASS: IS IT WORTHWHILE?

Abstract

Sharing ideas and knowledge in a formal or academic setting is still contiguous for some Indonesian students. It might be caused by some aspect which finally results in so-called speaking anxiety. Considering the dramatic improvement and technology implementation inside the classroom, the students can experience meaningful learning. Therefore, this study aimed to explore the integration of digital multimodal presentation and digital multimodal composition processes and their potential benefits during their implementation in academic speaking classes. Exhibited in a qualitative design, this research administered a set of questionnaires, observations, and field note-taking, which were used to find common themes and patterns in the data. The result showed that the integrated teaching method used visual and digital literacies to improve language and communication abilities beyond text-based presentation. It recognizes the changing nature of communication in a technologically sophisticated culture by emphasizing the integration of written, oral, visual, and digital aspects. Further, the potential benefits include boosting linguistic competence, critical thinking, problem-solving, creativity and collaboration, and motivation and engagement.