The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners

  • Bunga Ikasari Universitas Sebelas Maret, Surakarta
  • Nur Arifah Drajati Universitas Sebelas Maret, Surakarta
  • Sumardi Sumardi Universitas Sebelas Maret, Surakarta


This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.


A, A. M. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), p168.
Bao, X. (2017). Application of Multimodality to Teaching Reading. English Language and Literature Studies, 7(3), 78.
Cawthon, S. W. (2001). Teaching Strategies in Inclusive Classrooms With Deaf Students. Journal of Deaf Studies and Deaf Education, 6(3), 212–225.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2–14.
Date, P. U. B., Type, P. U. B., & Price, E. (1997). Language Teaching and Research.
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English Teaching, 8(3), 36–54.
Dotter, F. (2011). Sign Languages and Their Communities Now and in the Future. (January 2013), 25–26.
Haluoleo, U., Hijau, K., Tridharma, B., & Kendari, A. (2013). Technology-Enhanced Teaching: A Revolutionary Approach To Teaching English As a Foreign Language. TEFLIN Journal, 24(1), 1–13.
Hoffman, M., & Wang, Y. (2010). The use of graphic representations of sign language in leveled texts to support deaf readers. American Annals of the Deaf, 155(2), 131–136.
Liu, J. (2013). Visual Images Interpretive Strategies in Multimodal Texts. Journal of Language Teaching and Research, 4(6), 1259–1263.
Lowe, R. J. (2016). Special Educational Needs in English language teaching: Towards a framework for continuing professional development. ELTED Journal, 19(January), 23–31.
Mich, O., Pianta, E., & Mana, N. (2013). Interactive stories and exercises with dynamic feedback for improving reading comprehension skills in deaf children. Computers and Education, 65, 34–44.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximing for Impact. Chicago: ALA Edition.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19(3), 309–326.
Mpofu, J. (2013). Challenges faced by Hearing Impaired pupils in learning: A case study of King George VI Memorial School. IOSR Journal of Research & Method in Education (IOSRJRME), 2(1), 69–74.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
Philp, J., & Duchesne, S. (2016). Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics, 36, 50–72.
Qing, M. (2017). Technologies for Teaching and Learning L2 Vocabulary. (June).
How to Cite
IKASARI, Bunga; DRAJATI, Nur Arifah; SUMARDI, Sumardi. The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners. Pedagogy : Journal of English Language Teaching, [S.l.], v. 7, n. 2, p. 95-103, dec. 2019. ISSN 2580-1473. Available at: <>. Date accessed: 18 oct. 2021. doi:

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.