APPLYING MULTISENSORY APPROACH TO PROMOTE ENGAGEMENT IN PRIMARY ENGLISH HOME-BASED LEARNING
DOI:
https://doi.org/10.37147/eltr.v5i2.118Keywords:
Multisensory Approach, Engagement, Primary Students, Home-based LearningAbstract
This paper introduces the multisensory approach as a way of teaching that promotes engagement by involving the learners’ senses of sight, hearing, touch, and physical movement. This paper aims to describe the teachers’ role in applying multisensory approach in Primary English Home-based learning, find the benefits and challenges in applying multisensory approach, and provide strategies to overcome the challenges. This study uses qualitative descriptive as the research method and the data was taken from the researcher’s reflections, lesson plans, observation reports and mentor’s feedback. This study shows that multisensory approach positively promoted engagement in primary English home-based learning. Several classroom activities that can be used in applying multisensory approach are Total Physical Response, color codes, storytelling, art & craft, and interactive PowerPoint. The challenges occurred from technicalities and monitoring the students’ behavior. Therefore, parents’ involvement is highly required to monitor students’ behavior in home-based learning process. For the next researcher, it is suggested to find ways to maximize home-based learning by maintaining social interaction among students.
Downloads
References
Azmi, N. (2013). Multi-sensory delivery in EFL ‘Smart’classrooms: Students’ perceptions of benefits, limitations and challenges. Journal of Educational and Social Research, 3(1), 33.
Azriani, N., Islami, N., Hermita, N., Nor, M., Syaodih, E., Handayani, H., … Mahbubah, K. (2019). Implementing inquiry learning model to improve primary school students’ critical thinking on earth and universe concept. Journal of Physics: Conference Series, 1227(1), 12033. IOP Publishing.
Baines, L. (2008). A teacher’s guide to multisensory learning: Improving literacy by engaging the senses. ASCD.
Birsh, J. R. (2011). Multisensory teaching of basic language skills. ERIC.
Branscombe, M. (2015). Showing, not telling: Tableau as an embodied text. The Reading Teacher, 69(3), 321–329.
Celik Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners’ Achievement in Reading Skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80–95.
Chatterjee, H. J., & Hannan, L. (2016). Engaging the senses: object-based learning in higher education. Routledge.
Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement scale (OSE). Online Learning, 19(4), n4.
Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review prepared by the National Centre for Student Equity in Higher Education, Curtin University, Australia.
Enomoto, A. (2016). Lack of Social Presence as the Source of Many Online Class Problems. Journal of Global Media Studies: Gms= ??????????????????????????, (19), 63-70.
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Handbook of Student Engagement Interventions: Working with Disengaged Students. Academic Press.
Gedera, D., Williams, J., & Wright, N. (2015). Identifying factors influencing students’ motivation and engagement in online courses. In Motivation, leadership and curriculum design (pp. 13–23). Springer.
Hall, G. (2016). The Routledge handbook of English language teaching. Routledge.
Harmer, J. (2015). The practice of English language teaching. England: Pearson Education Limited.
Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320–341.
Inocian, R. B. (2018). Aesthetic Teaching Pedagogies: A Voice of Experience. Cambridge Scholars Publishing.
Ishak, Z., & Amjah, D. Y. P. H. (2015). An Exploratory Study on Students’ Engagement in Social Studies of Year 7. Journal of Management Research, 7(2), 433.
James, N. P. (2015). Student Engagement in Modern Foreign Languages: A Pedagogical Model. University of Warwick.
Jones, R. D. (2009). Student Engagement Teacher Handbook. USA: International Center for Leadership in Education.
Jubran, S. (2012). USING MULTI SENSORY APPROACH FOR TEACHING ENGLISH SKILLS AND ITS EFFECT ON STUDENTS’ACHIEVEMENT AT JORDANIAN SCHOOLS. European Scientific Journal, 8(22).
Khalid Albalawi, A. (2018). The Use of Rewards to Motivate Learners. Basic Education College Magazine For Educational and Humanities Sciences, (41), 487–494.
Magulod, G. C. (2017). Evaluation of multisensory instructional material package for elementary learners. Asia Pacific Journal of Multidisciplinary Research, 5(4), 83–93.
Mart, C. T. (2012). Encouraging Young Learners to Learn English through Stories. English Language Teaching, 5(5), 101–106.
Mayesky, M. (2014). Creative activities and curriculum for young children. Cengage Learning.
Miller, R. L., Amsel, E., Kowalewski, B. M., Beins, B. C., Keith, K. D., & Peden, B. F. (2011). Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities. Society for the Teaching of Psychology.
Morretta, M., & De Francisci, M. G. (2014). The Learning Code: The Psychology of Total Physical Response-How to Speed the Learning of Languages Through the Multisensory Method-A Practical Guide to Teaching Foreign Languages. Lulu Press, Inc.
Nakayama, M., & Santiago, R. (2012). Encyclopedia of the Sciences of Learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. https://doi.org/10.1007/978-1-4419-1428-6
Nakra, O. (2019). Children and Learning Difficulties. Notion Press.
Ng, C., Bartlett, B., & Elliott, S. N. (2018). Empowering engagement: creating learning opportunities for students from challenging backgrounds. Springer.
Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174.
Osmani, F., & Sanchez, C. (2017). Hyperlinking Content and Fun: Creating Interactive PowerPoint Games for the ESL/EFL Classroom. TESL Reporter, 50(1).
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press
Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks (JALN), 7(1).
Santrock, J. W. (2017). Educational psychology. McGraw-Hill Education.
Shih, Y.-H. (2020). Investigating the Aesthetic Domain of the" Early Childhood Education and Care Curriculum Framework" for Young Students in Taiwan. International Journal of Education and Practice, 8(1), 37–44.
Simarmata, E., & Indriani, S. (2016). The Use of a Relay Race Game to Increase Grade V Students’ Motivation in Learning English in an Elementary School in Karawaci. Polyglot: Jurnal Ilmiah, 12(1), 82–89.
Sistek-Chandler, C. M. (2020). Exploring Online Learning through Synchronous and Asynchronous Instructional Methods. Advances in Mobile and Distance Learning (AMDL) Book Series. IGI Global.
Towell, J. L., Powell, K. C., & Brown, S. (2016). Creative literacy in action: Birth through age nine. Cengage Learning.
Walker, T. D. (2017). Teach like Finland: 33 simple strategies for joyful classrooms. WW Norton & Company.
Warren, R. (2012). The purpose driven life: What on earth am I here for? Grand Rapids, MI: Zondervan.
Wright, A. (2013). Arts and Crafts with Children - Primary Resource Books for Teachers. Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Novia Theresia, Michael Recard
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
