Investigating Students’ Challenges and Solutions in Analyzing Formal University Website Using Multimodal Analysis at A Grammar in Multimodal Discourse Class

Fera Maharani; Soni Tantan Tandiana

doi:10.59945/jpnm.v3i3.697

Authors

Fera Maharani Faculty of Teacher Training and Education, Universitas Siliwangi
Soni Tantan Tandiana Faculty of Teacher Training and Education, Universitas Siliwangi

DOI:

https://doi.org/10.59945/jpnm.v3i3.697

Keywords:

Cognitive Challanges, Grammar in Multimodal Discourse, Multimodal, Solutions, University Website

Abstract

The development of technology and optimization of digital media has been applied at many levels of education, especially universities. Many services are carried out through digital media, one of which is the formal university website and has received several responses. This is the object of research in one of the courses called Grammar in Multimodal Discourse which in the analysis process reaps challenges. The purpose of this research is to find out the student's challenges and solutions in analyzing a formal university website using multimodal analysis. The research method used in this research was a descriptive case study. The participants consisted of three students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. The data were collected by using semi-structured interviews. The data were analyzed by thematic analysis. The results showed that the participants faced two challenges, namely: (1) Visual and design challenges and (2) Cognitive and comprehension challenges. There are also three solutions, namely: (1) Seek external support, (2) Independent research, (3) Systematic analysis and comparative evaluation. Therefore, by paying attention to challenges in website analysis, it can improve students' cognitive abilities, create relevant solutions for future analysis progress and can be input for institutions regarding website appearance.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1–25.

Guo, Y., & Wang, H. (2023). Designing for readability: The impact of color contrast and font size on information accessibility in academic websites. Computers & Education, 202, 104775. https://doi.org/10.1016/j.compedu.2023.104775

Jewitt, C. (2002). The move from page to screen: The multimodal reshaping of school English. Visual Communication, 1(2), 171–196.

Jewitt, C. (2006). Technology, literacy, learning: A multimodal approach. Routledge.

Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.

Jewitt, C., & Kress, G. (2003). Multimodal literacy. Peter Lang.

Kress, G. (2003). Literacy in the new media age. Routledge.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design (2nd ed.). Routledge.

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. Continuum.

Mandasini, A. (2022). Improving the validity of scientific research results through research methodology management. Kontigensi: Jurnal Ilmiah Manajemen.

Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618.

Nacheva, R. (2015). Principles of user interface design: Important rules that every designer should follow. Izvestia Journal of the Union of Scientists-Varna. Economic Sciences Series, 1, 140–149.

O’Halloran, K. L., & Lim-Fei, L. (2011). Multimodal studies: Exploring issues and domains. Routledge.

Sun, Y., Huang, L., & Park, H. (2023). Information overload and digital fatigue: Navigating complex academic websites. Journal of Web Information Systems, 19(2), 145–162. https://doi.org/10.1108/JWIS-11-2022-0089

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16.

Vanneste, P., Raes, A., Morton, J., Bombeke, K., Van Acker, B. B., Larmuseau, C., … & Van den Noortgate, W. (2021). Towards measuring cognitive load through multimodal physiological data. Cognition, Technology & Work, 23, 567–585.

Wang, X., & Yu, L. (2021). Improving university website navigation through visual hierarchy and spatial organization. Behaviour & Information Technology, 40(13), 1300–1312. https://doi.org/10.1080/0144929X.2021.1893604

Wong, L. L. R. (2008). Data analysis in qualitative research: A brief guide to using NVivo. Malaysian Family Physician, 3(1), 14–20.

Xuan, L. Y., Razali, A. B., & Samad, A. A. (2018). Self-directed learning readiness (SDLR) among foundation students from high and low proficiency levels to learn English language. Malaysian Journal of Learning and Instruction, 15(2), 55–81.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage.

Yin, R. K. (2018). Case study research and applications (6th ed.). Sage.

Zhang, L., Nguyen, T., & Davis, K. (2024). The cost of clutter: How minimalist web design improves learning and user satisfaction. International Journal of Human–Computer Interaction, 40(1), 55–70. https://doi.org/10.1080/10447318.2023.2264902

Zhou, T., & Liu, Y. (2023). Visual accessibility in web interfaces: Color choices, font clarity, and user comprehension. UX Research Journal, 17(3), 110–124. https://uxresearchjournal.org/articles/visual-accessibility