TEACHING MULTIMODAL LITERACY TO YOUNG LEARNERS USING DIGITAL DECODABLE BOOKS ON PADLET

Abstract

Reading is a fundamental skill that must be mastered by young learners in learning English as a foreign language. However, many elementary school students still experience difficulties in reading comprehension when learning materials are presented in conventional and less engaging ways. This study aims to examine the implementation of multimodal literacy instruction through digital decodable books using Padlet and to identify the challenges and opportunities experienced during the learning process. This research employed a qualitative descriptive approach with a case study design. Data were collected through classroom observation, interviews, documentation, and students’ learning activities. The study involved third-grade students at SDN Pasarsuuk Cianjur. The findings indicate that the integration of digital decodable books on Padlet enhances students’ reading engagement, motivation, vocabulary development, and multimodal comprehension. According to Serafini and Gee (2021), multimodal texts support learners in constructing meaning through the integration of visual, auditory, and linguistic modes, which was evident in students’ active participation during reading activities. Despite some challenges related to technological access and time limitations, the use of Padlet provided meaningful opportunities for interactive and student- centered learning. Therefore, Padlet-based digital decodable books can be considered an effective alternative medium for fostering multimodal literacy among young EFL learners