Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara p-ISSN 2085-7411

https://doi.org/10.37640/jip.v15i2.1814 e-ISSN 2623-0380

Fostering Undergraduate Student’s Critical Reading Skill

through Multimodal Text
Kokom Nurjanah
English Education, STKIP Kusuma Negara, Indonesia
[email protected]

Abstract
This present study investigates the development of under graduate students’ critical
reading skills through multimodal text. Multimodal text is a text that contains semiotic
mode which covers gesture, visual image, document, layout, music, architectural
design, etc. The design of this study classroom action research (CAR) since the study
aims to improves students’ critical reading skill and solve several problems arouse in
teaching and learning. The participants of this study are twenty-four undergraduate
students studying at English education study program in STKIP Kusuma Negara.
Based on the characteristics of CAR, it is done repeatedly until those problems can be
overcome. Four instruments covering critical reading test, classroom observations,
questionnaire, and interview were conducted as data collections of this study. The
results of this study indicates that the students’ critical reading skills improved
significantly after using multimodal text as media in teaching and learning process.
This study is expected to give an insight and contribution for English pedagogy.

Keywords: Critical reading skill, Image, Multimodal text, Visual.

Received: June 27, 2023 Revised: January 15, 2024 Accepted: January 18, 2024

Article Identity:
Nurjanah, K. (2024). Fostering Undergraduate Student’s Critical Reading Skill through Multimodal
Text. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 15(2), 170-178.

INTRODUCTION
The definition of critical reading is intensively discussed among the linguists, Flynn
in Taglieber (2000) stated that critical reading is a kind of reading that is done
wisely, gracefully, deeply, evaluatively, and analytically, and not just looking for
faults. The concept of critical reading encompasses the ability to think critically by
involving evaluation of evidence. Moreover, critical reading is intercorrelate with
critical thinking which challenge the readers ask facts, analyse evidence that
supports the question, scrutinize suitability and accuracy, compare several cases
and assess better, assess the best of several alternatives, assess bias and propaganda,
and assess internal criteria (text reasoning, relationships between parts, use of
language effectiveness (Moore et al., 2016).
The need for critical reading is unquestionable, it grows daily because much
reading matter, particularly newspapers, magazines, and advertisements, attempt to
influence the reader’s thinking and behavior. In general, critical reading is not only
absorb other people’s opinions but also try to find out whether they are truly
sounded or not. By applying critical reading techniques, for instance, a citizen will
be able to weigh public issues and make intelligent choices among political
candidates. Critical reading will also enable someone to detect misleading
advertisement claims, recognize the best values, and avoid spending their money

170
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foolishly. And since it is a skill, it can be developed and strengthened through

practice.
To a certain extent, critical reading is the process of questioning and evaluating
printed material and is closely associated with the reader’s ability to think critically
and to react intelligently to the writer’s ideas. In other words, critical reading is the
manifestation of critical thinking , i.e. the use of mental ability as a tool of inquiry
formaking purposeful, self-regulatory judgment which results in interpretation,
analysis, evaluation, and inference, as well as explanation of the evidential,
conceptual, methodological, criteriological, or contextual considerations upon
which that judgment is based, in reading. Kurland (2000) stated that critical reading
and critical thinking are interdependent. Critical thinking allows us to monitor our
understanding as we read. If we sense that assertions are ridiculous orirresponsible,
the readers examine the text more closely to test his/her understanding in critical
reading.
Critical reading is a way of reading with see the author's motives and judge it.
Critical reading activities require three aspects, (1) fast, (2) accurate, and (3) critical.
The fast aspect is the speed in reading a passage. The accurate aspect is that the
reader can study a reading based on the degree of irrelevance with unrighteousness
(Afifah et al., 2023).
The concept of critical reading encompasses the ability to think critically,
namely the ability to think reflectively by involving evaluation of evidence.
Included in this critical thinking is the ability to ask facts, analyze evidence that
supports the question, analyze suitability and accuracy, compare several cases, and
assess better, assess the best of several alternatives, assess bias and propaganda,
assess internal criteria (text reasoning, relationships between parts, use of language
effectiveness), and judging by internal criteria (compared to things outside the test)
(Paul & Elder, 2004, 2006; Moon, 2007; Burkhalter, 2016).
Meanwhile, critical reading ability is related to the ability to detect specific
cultures that become the context of discourse, summing up relationships between
events, between facts, detecting the relationship of principal ideas with explanatory
ideas, and detecting conformity and generalization (Goatly, 2013; Hromova et al.,
2022; Olson, Scarcella, & Matuchniak, 2015).
In spite of the importance of the Critical Reading Skill at college level, the
Critical Reading Skill in English Study Program of STKIP Kusuma Negara is still
inadequate. Students’ average reading score especially for critical reading were
considered low. Based on the preliminary study conducted on teaching Extensive
Reading course on second semester students, it is found that the teaching of critical
reading was still far from expectation. In this case, Critical Reading is offered in
the second semester which is aimed at applying the various reading techniques
taught in Extensive Reading course in more complicated passages by synthesizing
the materials suitable with the students’ needs. However, based on the result of
preliminary study reveals that the students have difficulty in comprehending text as
the texts are getting more and more complicated in terms of length and the topic.
Besides, the students have lack knowledge in term of the ability to use the strategy
in critical reading.
Since the teaching and learning process conducted in online class, the problems
grow bigger. Students are not interested to read long passages on the screen, they
have lack motivation to share their ideas. Moreover, the classroom atmosphere is
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individual competition and the students do the reading assignments individually.

Since the reading activities considered as monotonous activity, the students feel
boring while joining the class.
Dealing with those problems, the teacher as the facilitator in the learning process
should encourage the students not only to participate actively in the reading class
but also to use their background knowledge while reading. So, the students cannot
easily believe in somethings outside. They have to asses whether the information is
real or contains hoax. Moreover, the teacher may offer guidance in helping students
to engage in the thinking process (Brown, 2001). The teacher should also be able
to provide a model of certain teaching strategies, which can encourage the students
to be more active and have strong motivation in the reading class.
Ideally speaking, the critical reading class should be filled with challenging
media that accordance with digital era, so the students can relate their learning
process with their real life. One of the media can be applied is multimodal text.
Multimodal text incorporates a variety of modes, including images, hypertext, and
graphic design elements along with written text (Serafini, 2010). Expanding the
perspectives students use to make sense of these multimodal texts is an essential
part of comprehension instruction.
Multimodal text is essentially linked to digital technology. In many digital texts,
various modalities of hearing, sight, gestures, space, and language come together to
create meaning. Multimodal is also defined as the use of different semiotic modes
in a product together to accompany and enhance the message to be delivered in the
product (Liebert & Metten, 2012). Other definition about multimodality is stated
by Kress (2010) as a framework that involves a collective interpretation of two or
more scripts, visuals, videos, graphics, animations, sounds, music, gestures and
facial expression for constructing meaning. In evaluating a text, experts state
multimodality as the procedure which collaborate with a linguistic analysis step
such as systemic functional linguistics, or functional grammar, with analytical tool
to understand images, when the text is evaluated using two modes, verbal and
picture (Kissel, Hathway, & Wood, 2010).
In educational contexts, more progress has been made in recognizing the
approach required to understand written text than in identifying strategies to
understand multimodal texts. Studies have shown that certain cognitive strategies
such as visualizing, summarizing, asking questions, and predicting are successful
in supporting readers’ comprehension of written texts (Sweet & Snow, 2003). In
conjunction with this body of research, pedagogical frameworks for teaching
cognitive strategies have been proposed (Harvey & Goudvis, 2007; Santman,
2005). However, the visual images contained in multimodal texts, picture books in
particular, require readers to use different strategies for constructing meaning than
the aforementioned cognitive strategies. Unsworth and Wheeler (2002) asserted
that if readers are to understand how images represent and construct meaning, they
need knowledge of the various visual sign systems (e.g., photography, diagrams,
graphs, typography, illustrations) used in their production and interpretation. In
addition, Dalton and Proctor (2014) noted that research is needed to develop a
“more robust model of comprehension that reflects the dynamic nature of texts”.
As students encounter multimodal texts with greater frequency, they and their
teachers will need to develop a metalanguage for discussing the aspects of
multimodal texts and the strategies used to understand them (Zammit, 2007).
173 | Nurjanah, Fostering Undergraduate Student’s Critical Reading …

Rose (2001) distinguished three modalities that have significant impact to a

critical understanding of visual, namely, (1) technological—any form or devices
created to be displayed, (2) compositional—formal organization or approach, for
example colour, spatial arrangement or content, and (3) social—the structure of
economic, social and political relations, institutions and practices that surround an
image. Rose (2001) pointed how some procedures focused on the visual parts in
and of itself. Composition, colour, spatial organization, and light become the major
focuses and it suggested an image’s expressive content or the combined effect of
visual form and subject matter.
Research indicates that using multimodal texts has significant contribution on
students critical reading. Varaporn and Sitthikul (2019) the study revealed that the
students who performed multimodal tasks significantly improved their critical
reading ability and also generally had positive perceptions towards multimodal
tasks. In addition to fostering analytical thinking and critical reading skills, the
students perceived multimodal tasks as useful for enhancing their motivation
towards reading, as well as for preparing them for out-of-school experiences.
Furthermore, Boshrabadi and Biria (2014) who claimed that using multimodal texts
had a positive effect on students’ reading comprehension skills. They adds that
multimodal texts reading processes not only helped the participants to gain a
considerable amount of useful information on reading skills, but also served as a
strong motivating factor and made the reading class more enjoyable than regular
reading class.

RESEARCH METHOD
The design of the study is Classroom Action Research (CAR). Based on its
characteristics, the classroom action research is done repeatedly until those
problems can be solved. Since it deals with the classroom setting, the study is
directed to develop the teaching strategy in order to find out a solution to the
classroom’s problem in the teaching critical reading, and therefore, multimodal text
was applied as a media during the learning process.
The participants of this study were 24-second semester students majoring in
English Education in STKIP Kusuma Negara. The research design was
implemented to improve students’ critical reading skill and solve the obstacles
found during the teaching and learning process in extensive reading class. The
measuring instruments employed in this study consisted of a reading test,
questionnaire, observation and interview. The research divided into two cycles.
Each cycle should contain the planning, acting, observing and reflecting (Kemmis,
2009). The implementation of multimodal text was conducted in eight meetings in
which each meeting consisted of 100 minutes. The second meeting was employed
to investigate the problems dealing with reading course faced by the students.
Meanwhile, the other five meetings were utilized to apply the use of media in the
teaching of reading. Then the last meeting was intended to provide the lecturer’s
comments to find out the students’ opinion about the implementation of multimodal
text through questionnaire and interview.
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RESULTS AND DISCUSSION

The results of this study is based on the implementation of multimodal text such as
videos, images, and PowerPoint slides conducted for eight sessions. The total
number of the meetings in this study are eight meetings and 6 meeting for teaching
and learning process, The result of interview with the students about the process of
teaching and learning. The objectives of interview to get the information of
students’ difficulties in applying critical reading strategy in Extensive reading class.
To strengthen the result of interview, the researchers also conduct the direct
observation inside the class. In the beginning, the researchers selected the most
appropriate to the student ability and compile the material for the 2 nd-semester
students. The fix reading text materials used in the classroom for teaching critical
reading. The researchers also provide relevant media related to the text being
discussed. The combination of media used in the classroom for teaching reading
brings the classroom atmosphere more alive. The result of this research is based on
the implementation of multimodal text for teaching critical reading in order to help
students solve their problems in extensive reading class, especially in criticizing the
content of the text.
In this research, the researcher conducted the observation to describe teaching
and learning activities. In the first meeting, the researcher was delivering the goals
of critical reading skill and the importance of having this skill. Moreover, the
researcher introducing the media that will be used during the sessions. The next
meeting, the lecturer was implemented the multimodal text as media to support and
help the students understanding the content of the text entitled “Hair loss
advertisement”. After that the researcher asked the students to assess the
appropriateness the picture and the content of the text. In the implementation of
multimodal text in the teaching-learning process showed that the interaction among
students and researchers also conducted in a good situation. The results of this study
also supported by the result of questionnaire. The interaction happened among the
students and researchers at the beginning of meeting and at the end of meeting while
the researchers provide an assignment. The results of questionnaire show that 80%
from 24 students argue that they agree with the use of multimodal text such as video,
picture, brochure, flier and powerpoint slides in the teaching and learning process.
Based on the students’ experience they feel more challenging as the multimodal
text ask them to use their modes. Thus, there are many activities can be gained
through multimodal text, it could be a combination activity like speaking-reading,
listening-reading and so on. The researcher and the students are actively engaged
during the class. The researcher not only discussed the material and figure out the
problem arouse but also creating a different circumstance inside the class like
giving quizzes, playing some games to make the class more alive. The researcher
gives the students critical reading test twice to measure the students comprehension
of critical reading material. From the first test the result show that 60 percent
students get grade A (above 80), 30 percent students get B (70-79) and 10 percent
students get C (60-69). Based on this result it indicates that less than a half of
students need more treatment to strengthen their critical reading skill. Thus, the
researcher gave other activities in order to enhance students critical reading skill.
After the next three session the researchers also presented the last post-test by 60
minutes and conducted informal interview to gain the students' opinion related to
the difficulties in the teaching and learning process. The result showed that the
175 | Nurjanah, Fostering Undergraduate Student’s Critical Reading …

students get easily in understanding the text moreover their clearly assess the
content of the text, judging the appropriateness the language use of the text because
they have enough background knowledge in relation to the text being discussed.
The final results shows that the score of students’ post-test average was 85 indicated
that the students are capable to reach the critical reading goals completely. Thus,
from the result of the test it can be concluded that multimodal text can improve
students critical reading skill, moreover besides there is improvement in critical
reading skill, students feel more enjoy using multi modal text during the lesson
compare to any others media.
The questionnaire showed that some phenomenon appears during implementing
multimodal text in the teaching of reading. First, the noise was the students’
difficulties in using various media during the reading teaching-learning process. It
makes the researchers unable to control the condition. Otherwise, at the beginning
the students also found difficulties to use this media and waste the time during the
learning. Third, the students get difficulties in term of lacking English skill. It is
quite difficult for them to comprehend the vocabulary used in the text. They need
more additional tool to help them such as a dictionary.
The result from the questionnaire reveals that 30 percent students feel encourage
with this media they also feel motivated. 70% students said the use of multimodal
media extremely appropriate for extensive class, 42% students said this strategy
was delighted, and 83.3% students agreed that this media implemented in the future.
Otherwise, the negative response also occurs where 5% students give their response
that the method was not interesting and not attractive, while the students focus on
the media only and still confused with the content of the text.

Finding of the research

The result of this study reveals that the use of multimodal media including video,
picture, brochure, flier and ppt, especially for teaching critical reading, make the
students easier to analyse the text. It shows that the use of multimodal text makes
the students feel mor e enthusiastic to produce the new concept of critical reading,
and it can be said that this media is more practical than the other media. The students
found the new experience in the teaching and learning process.
Based on the finding of this study, the students also had different ideas, but in
general, they expressed positive attitude. When the teacher-researcher was
introducing multimodal text in the teaching of reading, the students looked
motivated to understand more not only the content but also the media. The use of
various media in the teaching-learning process motivates the students to learn more
since the process of teaching-learning becomes more interesting (Abubakar, Alfian,
& Rasyid, 2023). The students feel relaxes in studying the reading material not only
discussed the contents of the materials but also doing the instruction of the teacher
(Park, 2021). The materials for teaching reading comprehension are more suitable
for the students’ needs and more authentic (Sen & Towndrow, 2013). It also based
on the curriculum. The development of the materials and curriculum are based on
the students’ need, the situation, the students’ environments, and the students’ level
of proficiency. From the finding of the research, it can be concluded that the
implementation of multimodal media could improve the students’ critical reading
skill especially in term of assessing the content of reading, analysing the author
intention and judging the accuracy of the use of the language. This could be viewed
 Volume 15, Issue 2, January 2024 | 176

from the result of the analysis of process and product implemented throughout the
research. Critical reading test was conducted twice during this study to measure the
successful criteria of the implementation of multimodal text.
Multimodal text differs from the other conventional media for teaching English
to the students. It uses various modes to the reader to construct meaning. Meanwhile
traditional text uses only one mode, and it can be so boring to the students.
Multimodal text can be considered by the teacher to use the various media and
materials through the online or offline as an alternative way to improve the
teaching-learning process because this strategy can make the students interested to
write, read, and speak (Wardani & Kurniasih, 2023). When the students practice all
the component of the language skill together, it will enable the students to memorize
and implement all the information they get longer than the students only see it. The
use of multimodal media also motivates the students to learn and understand the
text freely and easily (Varaporn & Sitthikul, 2019). They get new background
knowledge to make them easier in understanding the content of the text. By
providing multimodal text and various activities, the students will not feel bored
anymore in the reading class.

CONCLUSION
Based on the finding and discussion of the research: it can be concluded that the
use of the Multimodal text in teaching critical reading skill can improve students'
achievement at second semester students at STKIP Kusumanegara. The
implementation of multimodal text on critical reading skills can be achieved
successfully. Also, the application of Multimodal text in teaching critical reading
increases students' participation and interest in learning.
On a final note, the researcher suggests that teaching critical reading skill in
university students needs various methods and media. The teacher and the students
can use the internet as the media for teaching and learning critical reading. The use
of appropriate media can also help the students in building their critical reading
skill. By these findings, the teachers are expected to learn more about the element
of multimodal text and how to use it in order to improve the students critical reading
skill. However, many teachers have been using multimodal text but don’t know
about it and how much it can influence the teaching and learning process, moreover
many teachers also don’t know how to develop this media in order to become
appropriate or authentic so the students can feel there is a relation for what being
taught and their real world. Furthermore, this research is expected to give an insight
in educational context so the use of multimodal text as media can be more vary, the
educators and the institution can provide multimodal text not only in printed form
as supplementary textbook, but also can create multi modal text in term of digital
resources.

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