IMPLEMENTATION OF A BOTTOM-UP STRATEGY-BASED MULTIMODAL TO IMPROVE FANTASY STORY TEXT IN LISTENING SKILL

Abstract

Listening skill is seen as essential basic competencies, but is difficult to learn. Moreover, learning to listen to literary texts (in this case fantasy story texts) often creates difficulties for students (especially students who are less interested in types of literary texts). Digitalization requires teacher mastery of using a variety of media that can increase student learning motivation. Multimodal supports these learning needs. This paper aims to describe the implementation of a bottom-up strategy-based multimodal to improve the listening skill of fantasy story text for junior high school students. The was literature study, in which the analysis was based on reputable references in the form of printed books, electronic books (e-books), journals, and relevant research results. The author collected information from the aforementioned sources and then selected, sorted, and evaluated the information according to the data needed for research purposes. The data was further described focusing on how the concepts and the implementation of a bottom-up strategy-based multimodal could improve the listening skills of the fantasy story text for junior high school students. The results show that a bottom-up strategy-based multimodal can effectively support efforts to improve the listening skills of the fantasy story text for junior high school students.

Keywords: bottom-up, multimodal, listening, fantasy story