TEACHERS’ NEEDS IN MULTIMODAL ENGLISH TEACHING MODEL FOR JUNIOR HIGH SCHOOL LEVEL
DOI:
https://doi.org/10.21009/ishel.v1i1.56491Keywords:
Multimodal English teaching, Teacher needs, junior high, CEFR B1 levelAbstract
This study investigates the needs of English teachers in implementing a multimodal teaching model at the junior high school level in Indonesia. Using a qualitative descriptive approach, the study involved in-depth interviews with 25 English teachers from public junior high schools in Bogor city and district. Findings revealed that while teachers frequently use multimodal resources, most lack conceptual clarity about multimodal pedagogy. Teachers expressed a strong need for clear guidelines, hands-on training, accessible resources, and continuous professional support. Notably, they perceive multimodal texts as effective tools for enhancing student engagement that supports CEFR language level competencies, creativity and collaboration. The study emphasizes the urgency of developing a practical, curriculum-aligned multimodal teaching model tailored to teachers’ contexts and capacities.
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