The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

DOI

10.2991/assehr.k.200427.058How to use a DOI?

Keywords

multiliteracies, sentence constructions of English, argumentative essays

Abstract

Due to the students’ low abilities and difficulties in understanding sentence constructions in English, a new pedagogical approach is required to better assist students to identify the English sentence formation. This study aims at finding out the effectiveness of the multiliteracies approach to teaching the sentence structure of English through argumentative essays. The data were collected from 32 third-year college students taking two Morphology-Syntax classes in the State Islamic Institute of Bengkulu (IAIN Bengkulu). The participants were non-random or purposive students in the class of C and D who obtained the final result of the final exam that was not more than 70. The participants were divided into two groups: the control group and the experimental group. Participants in the control group were taught by using the traditional literacy pedagogy; meanwhile, participants in the experimental group achieved the treatment of the use of the multiliteracies pedagogy. In this essay, the analysis method used the one-way Analysis of Variance (ANOVA). The results of the study showed that the Probability Value (P-Value) of the pre-test score of the English sentence structure was 0.940, and the P-Value of the pre-test score of the argumentative essays was 0.909, so the null hypothesis (H0) of the two treatments was accepted, which means that there were no statistically significant difference of pre-test scores between the control group and the experimental group. Meanwhile, the P-Value of the post-test score of the sentence constructions was 0.000 and the P-Value of the post-test score of the essays was 0.020; so that the alternative hypothesis (H1) was accepted, which means that there was a major difference of posttest scores between the control group and the experimental group. This study proves that the multiliteracies pedagogy obtains better results in comprehending the English sentence constructions towards argumentative essays. Consequently, this research provides strong evidence to promoting multiliteracies through the English language teaching.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Henny Merizawati
PY  - 2020
DA  - 2020/05/01
TI  - The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays
BT  - Proceedings of the International Conference on English Language Teaching (ICONELT 2019)
PB  - Atlantis Press
SP  - 288
EP  - 294
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200427.058
DO  - 10.2991/assehr.k.200427.058
ID  - Merizawati2020
ER  -