Fostering Multimodal Literacy through Creative English Songwriting Activities
DOI:
https://doi.org/10.59653/jcsse.v4i01.2266Keywords:
multimodal literacy, English songwriting, EFL learning, Suno AI, community service programAbstract
Many EFL students spend years studying English without ever feeling confident enough to actually use it. This community service program at SMP Negeri 49 Maluku Tengah sought to address that gap by introducing creative English songwriting to build multimodal literacy among 40 eighth-grade students. The program ran across four stages: listening to and discussing selected English songs, writing original lyrics collaboratively in small groups, transforming those lyrics into complete musical compositions using Suno AI, and presenting the finished work to peers. Data were gathered through direct observation and reflective documentation throughout each session. Findings showed that students engaged with English more actively and more personally than conventional classroom tasks typically allow. The listening stage drew sustained attention from students who normally disengage during text-heavy instruction. The songwriting stage generated genuine collaboration and purposeful language use. The AI audio stage produced curiosity and investment that carried through to the final presentation. Students did not just practice English; they used it to make something. These findings suggest that multimodal songwriting activities can offer EFL learners a qualitatively different relationship with the language, one grounded in creative expression rather than academic compliance.
Downloads
References
Akhlaghi, E., Bédi, B., Bektaş, F., Berthelsen, H., Butterweck, M., Chua, C., Cucchiarin, C., Eryiğit, G., Gerlach, J., Habibi, H., Ní Chiaráin, N., Rayner, M., Steingrímsson, S., & Strik, H. (2020). Constructing Multimodal Language Learner Texts Using LARA: Experiences with Nine Languages. In N. Calzolari, F. Béchet, P. Blache, K. Choukri, C. Cieri, T. Declerck, S. Goggi, H. Isahara, B. Maegaard, J. Mariani, H. Mazo, A. Moreno, J. Odijk, & S. Piperidis (Eds.), Proceedings of the Twelfth Language Resources and Evaluation Conference (pp. 323–331). European Language Resources Association. https://aclanthology.org/2020.lrec-1.40/
Al-Jarf, R. (2024). Multimodal Teaching and Learning in the EFL College Classroom. Journal of English Language Teaching and Applied Linguistics, 6(4), 68–75. https://doi.org/10.32996/jeltal.2024.6.4.7
Andjani, J. T., Waluyo, U., Soepriyanti, H., & Amin, M. (2024). Teachers’ Teaching Strategies in Activating Students’ Participation in Learning English: A Study in Junior High School 1 Gangga, North Lombok Regency. Jurnal Ilmiah Profesi Pendidikan, 9(4), 3174–3180. https://doi.org/10.29303/jipp.v9i4.3121
Babayev, J. (2025). How Music Makes You Fluent: Learning English Through Songs. Acta Globalis Humanitatis et Linguarum, 2(5), 89–100. https://doi.org/10.69760/aghel.0250050008
Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study. Journal of Second Language Writing, 58, 100931. https://doi.org/10.1016/j.jslw.2022.100931
Chojczak, D., & Starford, A. (2023). Interactive methods used in collaborative writing in the online ESL classroom. English Australia Journal, 39(2), 5–26. https://doi.org/10.61504/CZKC7151
Ginting, D. (2021). Student Engagement and Factors Affecting Active Learning in English Language Teaching. VELES Voices of English Language Education Society, 5(2), 215–228. https://doi.org/10.29408/veles.v5i2.3968
Guo, L., Amasha, S. A., & Tan, L. (2011). Multimodal Literacy in Extended Learning Activities. In C. M. L. Ho, K. T. Anderson, & Alvin P. Leong (Eds.), Transforming literacies and language: Multimodality and literacy in the New Media Age (Paperback ed). Continuum.
Hamid, S. (2025). Integrating Artificial Intelligence and Multimodality in Language Education: A Systematic Review of Emerging Trends and Practices. Journal of Social & Organizational Matters, 4(2), 400–416. https://doi.org/10.56976/jsom.v4i2.253
Han, K. (2021). Fostering Students’ Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships. Frontiers in Psychology, 12, 767079. https://doi.org/10.3389/fpsyg.2021.767079
Holloway, S., & Qaisi, R. (2022). Composing meaning through multiliteracies and multimodality with adolescent and adult learners. Language and Literacy, 24(2), 85–106. https://doi.org/10.20360/langandlit29587
Jeon, E.-Y. (2025). Artificial Intelligence in ESL/EFL Education: Evidence from Recent Reviews (2024–2025). International Journal of Learning, Teaching and Educational Research, 24(10), 509–526. https://doi.org/10.26803/ijlter.24.10.24
Jiang, L. G., & Hafner, C. (2025). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 58(4), 528–546. https://doi.org/10.1017/S0261444824000107
Kustini, S., Suherdi, D., & Musthafa, B. (2018). A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints: Proceedings of the 1st Bandung English Language Teaching International Conference, 220–227. https://doi.org/10.5220/0008216102200227
Li, M., & Wilson, J. (2025). AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
Muaviyah, T. A., Yuswandari, K. D., Novitaningrum, A., Mas’ud, M., & Nahidin, K. (2026). The Role of Students’ Listening Habits to English Songs in Vocabulary Mastery: A Systematic Literature Review. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(4), 14103–14111. https://doi.org/10.31004/riggs.v4i4.5316
Paradita, L. I. (2023). A review on digital multimodal composing in post-secondary EFL context: Practices and implications. Journal of English Language Teaching and Learning (JETLE), 4(2), 151–160. https://doi.org/10.18860/jetle.v4i2.20664
Patty, J. (2024). The Use of AI in Language Learning: What You Need To Know. Jurnal Review Pendidikan Dan Pengajaran, 7(1), 642–654. https://doi.org/10.31004/jrpp.v7i1.24609
Patty, J. (2025). Integrating Critical Literacy and Multimodal Pedagogy in English Language Education. J-Shelves of Indragiri (JSI), 7(2), 176–198.
Patty, J., Lekatompessy, J., & Lekatompessy, F. M. (2025). Implementasi Chatgpt Sebagai Alat Bantu Pengembangan Profesionalisme Guru Di SMA Negeri 13 Maluku Barat Daya. Jurnal Abdi Insani, 12(1), 263–272. https://doi.org/10.29303/abdiinsani.v12i1.2199
Rohi, M. P., & Nurhayati, L. (2024). Multimodal Learning Strategies in Secondary EFL Education: Insights from Teachers. Voices of English Language Education Society, 8(2). https://doi.org/10.29408/veles.v8i2.26546
Rosyada, A., & Wahyuni, S. (2025). Exploring Students’ Engagement Through Digital Multimodal Literacies in Indonesian EFL Classrooms. International Journal of Research and Review, 12(10), 88–105. https://doi.org/10.52403/ijrr.20251010
Sadiqzade, Z. (2025). Melodies in the Classroom: Using Songs to Enhance English Language Learning. Acta Globalis Humanitatis et Linguarum, 2(3), 126–133. https://doi.org/10.69760/aghel.0250020018
Salamanti, E., Park, D., Ali, N., & Brown, S. (2023). Efficacy of Collaborative and Multimodal Learning Strategies in Enhancing English Language Proficiency Among ESL/EFL Learners: A Quantitative Analysis. Research Studies in English Language Teaching and Learning, 1(2). https://doi.org/10.62583/rseltl.v1i2.11
Su, S.-C., & Ling, T. (2018). An Action Research of English Songwriting Implementation in Teaching English as a Second Language for University Students. Linguistics and Literature Studies, 6(5), 242–249. https://doi.org/10.13189/lls.2018.060507
Sutrisno, D., Noor Azlinda Zainal Abidin, Nanda Pambudi, Aydawati, E., & Sulfikar Sallu. (2024). Exploring the benefits of multimodal literacy in English teaching: Engaging students through visual, auditory, and digital modes. Global Synthesis in Education Journal, 1(2), 1–14. https://doi.org/10.61667/xh184f41
Veramuthu, P., & Shah, P. M. (2020). Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom. Creative Education, 11(01), 54–67. https://doi.org/10.4236/ce.2020.111004
Viandi, S. A., Wahyuna, Y. T., & Samsi, Y. S. (2025). Teaching English Through Music: Multimodal Learning Activities for Primary School Children. Jurnal Syntax Admiration, 6(1), 338–345. https://doi.org/10.46799/jsa.v6i1.2025
Wah, J. N. K. (2025). Artificial Intelligence in Language Learning: A Systematic Review of Personalization and Learner Engagement. Forum for Linguistic Studies, 7(9). https://doi.org/10.30564/fls.v7i9.10336
Wang, C. (2025). Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers. Technology, Knowledge and Learning, 30(3), 1825–1846. https://doi.org/10.1007/s10758-024-09744-3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jusak Patty, Felicia Miranda Lekatompessy, Jeny Lekatompessy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
