EXPLORING THE SOCIAL-EMOTIONAL COMPETENCE USE IN READING MULTIMODAL TEXT

Abstract

Exploring how college students apply the social-emotional competence in reading multimodal Report text and their trouble in applying the competence in reading the text were the primary issues of this study. This research utilized a qualitative (multi case study) involving ten students studying at a private university in Cianjur, West Java, Indonesia. The participants were categorized into two groups, i.e., high achievers and low achievers. Three instruments consisting of classroom observations, questionnaires, and documents were carried out as data collection for this study. The research results indicate that the high achievers are able to read and comprehend the Report text easily, compose the summary or the synthesis of the Report text inserted by relevant images and presented it in multimodal poster using digital app in harmony, and retell the summary or the synthesis of the text verbally and confidently in front of the class. It means that the high achievers are able to manage their minds and manage their self-motivation, self-confidence, and emotions so they are capable of solving various problems in reading multimodal text. Thus, the high achievers implement and optimize their social emotional competencies to attain the success in learning reading multimodal text. However, the low achievers need longer time to read and understand the Report text, need more preparation before retelling the summary or the synthesis of the Report text. Moreover, some of them insert irrelevant image as they compose the multimodal posters. It means that the low achievers show less self-confidence, self-motivation, and unstable emotion. Therefore, they need more practice and improvement to apply and optimize their social-emotional competencies in learning reading multimodal Report text.