Yan Mujiyanto
Multimodal assessment deals with the employment of inter-semiotic elements in measuring as well as appraising learner's competences. It focuses not only on verbal language but also on visual images. Although learning processes have benefited from the advancement of communications technology, such assessment generally remained mono-modal. This study aimed to reveal the learners’ perceptions about the implementation of multimodal assessment in measuring their receptive skills and appraising their academic literacy, which is relevant to the multidimensional teaching-learning processes. It includes (1) the need of implementing multimodal assessment in measuring the learners’ receptive skills, (2) the relevance of employing multimodality in teaching-learning processes, (3) the importance of multimodal assessment to appraise the learners’ academic literacy. Locating in Universitas Negeri Semarang, this study focused on the teaching-learning processes and multimodal assessment implemented to measure the learners’ receptive skills and appraise their academic literacy. Questionnaires were employed to explore the respondents’ perceptions regarding the implementation of the multimodal assessment and an interview to reveal their opinion about the particular type of assessment. The data were analyzed quantitatively as the basis of qualitative interpretation and inferences. Among the results were argumentative description and explanation about the need, the relevance, and importance of multimodal assessment in measuring the learners’ mastery of the two skills.
Universitas Negeri Semarang, Indonesia; Faculty of Languages and Arts, Kampus UNNES Sekaran Gunungpati, Semarang, 50229, Indonesia
