Electronic Theses and Dissertation

Penelitian deskriptif kualitatif ini bertujuan untuk menganalisis komunikasi lisan mahasiswa Pendidikan Bahasa Inggris serta delapan keterampilan dasar mengajar dalam video microteaching di FKIP Universitas Syiah Kuala dengan menggunakan kerangka Multimodal Interaction Analysis (MIA). Penelitian ini berfokus pada bagaimana calon guru membangun makna melalui integrasi mode verbal dan non-verbal selama praktik mengajar. Data diperoleh dari lima video microteaching mahasiswa Pendidikan Bahasa Inggris yang diunggah secara publik di YouTube. Data dikumpulkan menggunakan lembar observasi dan perangkat lunak ELAN. Segmen pembelajaran yang dipilih kemudian ditranskripsikan dan dianalisis berdasarkan kategori Multimodal Interaction Analysis dan delapan keterampilan dasar mengajar, yaitu membuka pelajaran, menjelaskan, pengelolaan kelas, variasi, bertanya, pemberian penguatan, membimbing kelompok kecil, dan menutup pelajaran.

Hasil penelitian menunjukkan bahwa interaksi dalam microteaching bersifat multimodal. Calon guru secara konsisten menggunakan HLMA, LLMA, kepadatan modal, frozen mediated action, serta elemen foreground–background, serta memanfaatkan media pembelajaran untuk mengelola komunikasi di kelas. Kedelapan keterampilan dasar mengajar ditemukan dalam data, namun penerapannya bervariasi. Calon guru menunjukkan performa yang lebih kuat pada aspek prosedural dan interpersonal, sementara aktivasi kognitif, pertanyaan strategis, dan penutupan pembelajaran yang reflektif masih kurang konsisten. Temuan ini menunjukkan bahwa microteaching mendukung pengembangan kompetensi dasar mengajar, tetapi performa calon guru masih cenderung bersifat prosedural daripada strategis. Perspektif multimodal memberikan wawasan penting untuk meningkatkan kemampuan komunikasi lisan dan keterampilan mengajar dalam pendidikan calon guru.

Kata kunci: multimodal interaction analysis, komunikasi lisan, microteaching, delapan keterampilan dasar mengajar.

This descriptive qualitative study aims to analyze English Education students’ oral communication and the eight basic teaching skills in microteaching videos at FKIP Universitas Syiah Kuala using a Multimodal Interaction Analysis (MIA) framework. This study focuses on how preservice teachers construct meaning through the integration of verbal and non-verbal modes during teaching practice. The data were obtained from five microteaching videos of English Education students publicly uploaded on YouTube. The data were collected using observation sheets and ELAN software. Selected teaching segments were transcribed and analyzed based on Multimodal Interaction Analysis categories and the eight basic teaching skills, including lesson opening, explaining, classroom management, variation, questioning, reinforcement, small-group guiding, and lesson closing. The results show that microteaching interaction is inherently multimodal. Preservice teachers consistently used HLMA, LLMA, modal density, frozen mediated action, and foreground–background elements, as well as teaching materials, to manage classroom communication. All eight basic teaching skills were observed; however, their implementation varied. Preservice teachers demonstrated stronger performance in procedural and interpersonal aspects, while cognitive activation, strategic questioning, and reflective lesson closure were less consistently applied. The findings indicate that microteaching supports the development of basic teaching competence, but preservice teachers’ performance remains more procedural than strategic. A multimodal perspective provides valuable insights for improving oral communication and teaching skills in preservice teacher education. Keywords: multimodal interaction analysis, oral communication, microteaching, eight basic teaching skills.